幼儿教师课程开发的研究——以美国田纳西州孟菲斯市幼儿园为例

A Study on Kindergarten Teacher's Curriculum Development——A Case Study on Memphis Kindergartens of Tennessee in America

本研究运用问卷和访谈法对美国田纳西州孟菲斯市不同类别幼儿园教师的课程开发进行了调查研究。研究分析美国幼儿教师具有一定的课程开发空间,但程度因不同类型的学校而不同;美国幼儿教师在理念上高度重视课程开发工作,认为对课程开发有助的学校课程包括理论与实践两方面的相关科目;美国幼儿教师对重要的课程开发能力的认知有共性,也表现出一定的差异;美国幼儿教师课程开发的途径多样,可供参考的课程资源较丰富。最后,本文还根据研究结果对国内幼儿教师的课程开发及能力培养提出了一些建议。

This study investigates the current situations of teacher＇s curriculum development in different classes of kindergartens in Memphis, Tennessee, America by using questionnaire and interviews. The study concludes that the preschool teachers of the United States have certain curriculum developmental space, but it varies among different types of schools; the teachers pay great attention to the ideas of curriculum development, believing that the curricula which are helpful to the school＇s curriculum development may have two related courses in the area of both theory and practice. There are commonalities, but also some differences in the teacher＇s cognition on the abilities of important curriculum development, The teachers have varieties of ways in developing curriculums, and quite a lot curriculum resources can be taken as references. The study ends with some suggestions for China on the kindergarten teachers＇ curriculum development and their ability training