摘要
以北京市9所幼儿园的109名教师为研究对象,考察幼儿园课程改革理念在教师层面的制度化程度及外部教育质量评价参与的作用.结果发现,重视主动学习和游戏,反对知识传授和大密度集体教学活动的理念在教师层面实现了高度制度化.教师参与园所迎评准备活动越频繁,其反对知识传授和大密度集体教学活动的倾向越强烈.外部教育质量评价参与程度不同的教师对幼儿园课程改革理念的理解有所差异.建议将幼儿园分级分类验收标准具体化为契合幼儿园课程改革理念的教育实践行为描述,并将迎评准备重点转向日常教育实践改进,帮助教师明确"不应怎样"的同时厘清"应该怎样".
Using 109 kindergarten teachers from 9 kindergartens in Beijing as research subjects, the researchers studied the institutionalization of teachers' beliefs on kindergarten curriculum reform and the effects of engagement of external quality rating. The results show that the beliefs which emphasize active learning and play, and oppose knowledge teaching and intensive collective teaching activity have highly institutionalized. If teachers are more frequently involved in preparing for the appraisals, they are more resistant to knowledge teaching and intensive collective teaching activity. Teachers with different levels of engagement of external quality rating have different understandings of kindergarten curriculum beliefs. It is suggested that kindergarten ranking rating criteria should be changed into specific description of teaching behaviors which correspond to kindergarten curriculum reform beliefs, and the focus of preparing for the appraisals should be changed into the improvement of daily teaching to help teachers know "what they shouldn' t do” and "what they should do" as well.
作者
潘月娟
宋贝朵
杨青青
Pan Yuejuan;Song Beiduo;Yang Qingqing(Faculty of Education, Beijing Normal University, Beijing, 100875;Department of Education, Taiyuan Normal University, Jinzhong,030619)
出处
《幼儿教育（教育科学）》
2019年第4期11-14,共4页
Early Childhood Education(Educational Sciences)
基金
北京市教育科学“十二五”规划重点课题“北京市幼儿园教育质量评价体系的元评估：新制度主义的视角”的研究成果之一，课题编号：ACA15138
关键词
幼儿园课程改革
外部教育质量评价参与
制度化
幼儿园教师
kindergarten curriculum reform
engagement of external quality rating
institutionalization
kindergarten teacher
