幼儿园教师的课程能力表现及影响因素研究——基于甘肃省的调查

The Performance and Influential Factors of Kindergarten Teachers’Course Teaching Ability--An Investigation of Gansu Province

通过对甘肃省1569名幼儿园教师的问卷调查,70名教师的现场访谈,33名教师的课程观察,研究发现教师的课程能力水平总体较低,且不同背景变量教师之间存在显著差异。在建构“幼儿园教师课程能力结构模型”基础上,通过对课程能力内部诸因素之间作用关系的分析可知,课程内容的组织超越了教师的课程认知,先于课程目标出现,成为整个课程设计的主导因素。其根本原因源于教师缺乏多元化课程价值取向、秉持知识本位的课程观、学科化教育方式占据优势。建议幼儿园教师坚持价值融合的课程取向,以儿童发展为课程的出发点,坚持游戏化教学的核心精神。

Through the questionnaire survey of 1569 kindergarten teachers in Gansu Province,70 teachers’on-the-spot interviews and 33 teachers’course teaching observations,this research finds out that the level of teachers’course teaching abilityis generally low,and there are significant differences among teachers with different background variables.By building structure model of kindergarten teachers’course teachingability,and analyzing the relationship of factors of course teaching ability,we can see that the organization of course content surpasses the teachers’cognition of the courseand it starts before curriculum goal,which becomes the leading factor of the whole curriculum design.The basic reasonsinclude that teachers are lack of diversified course value orientation,insist on knowledge-based curriculum conception,and mostly choose subject-based education.It is suggested that kindergarten teachers should stick to course orientation of value integration,take children’s development as the origin of curriculum,and preserve the core spirit of game teaching.