摘要
2001年《幼儿园教育指导纲要(试行)》的颁布开启了我国新一轮的幼儿园课程改革。本研究借助关注为本采纳模式,运用其中的关注发展阶段问卷并结合教师访谈,考察了幼儿园教师对课程改革的关注水平,并以此为依据分析改革成效。结果表明教师对课程改革的关注已经跨越不相关阶段,对任务的关注水平较低,对自我的关注水平较高,影响关注阶段整体得分均值最高,处于影响关注阶段的教师占多数,课程改革初见成效。不同性别、教龄及不同性质幼儿园的教师对课程改革的关注没有显著性差异;不同年龄、学历、职称的教师及城郊区教师对课程改革的关注存在一定差异。为提高幼儿园课程改革成效,今后应加深教师对改革核心理念与发展脉络的把握,增强改革理念的实操性,提升教师学历层次与专业素养,加强教师培训,推动幼儿园对改革理念的深入理解与有效落实。
In 2001,the Ministry of Education released“The Guidelines for Preschool Education(Trail)”,which initiates a new round of curriculum reform.In order to investigate the effectiveness of curriculum reform,this study examines preschool teachers’concern about the implementation of curriculum reform.According to the Concerns-Based Adoption Model,the Stage of Concern Questionnaire(SoCQ)and follow-up interviews are used to collect responses from teachers.The results show that teachers’concerns of curriculum reform have skipped off the stage of unawareness,and mainly reported on task-concern(lower of SoC),self-concern(higher of SoC)and impact-concern(highest of SoC).In particular,teachers’concerns are generally orientated at the level of impact-concern,which reveals that initial achievements scored in the curriculum reform.The results of comparison show that there is no significant difference between female and male teachers;neither among teachers in different groups of teaching experience and different categories of preschools.However,there is significant difference among teachers in different age groups,educational levels,professional titles,and work locations(rural and urban).Based on the results and analysis,it is suggested that teachers’understanding of core concepts of the reform and the development of reform should be deepened,the feasibility of reform concept should be strengthened,teachers’educational level and professional skills should be improved,teacher training should be strengthened,the understanding and implementing of the reform concepts at institutional level should be improved,etc.
作者
于开莲
李彩霞
张慧
Kailian Yu;Caixia Li;Hui Zhang(School of Preschool Education,Capital Normal University,Beijing 100048 China;Beijing Xincheng Vocational School,Beijing 101116 China;School of Education,Beijing Sport University,Beijing 100084 China)
出处
《学前教育研究》
CSSCI
北大核心
2020年第6期48-62,共15页
Studies in Early Childhood Education
基金
北京市社会科学基金项目“三十年来北京市幼儿园课程改革成效的口述史研究”(编号:17JYB013)。
关键词
课程改革
幼儿园课程
改革成效
关注为本采纳模式
curriculum reform
preschool curriculum
reform effects
Concerns-Based Adoption Model
