中美两国幼儿教师课程观研究

发布时间：2018-06-15 01:08

本文选题：幼儿教师 + 课程观　；参考：《学前教育研究》2006年10期

【摘要】：本研究通过对296名中国教师和146名美国教师的问卷调查及两国各10名教师的深度访谈,以分析、比较中美两国教师在幼儿教育课程观念方面的异同。问卷资料的因素分析揭示,两国教师对问卷项目的反应在结构上表现出三个相似的主因素,然而区辨分析又表明,针对具体项目的重要程度,两国教师的认可水平又表现出相当的差异。总体而言,美国教师更强调个体儿童的自主自发性活动,而中国教师则更多地关注教师指导下的具体技能的学习。中国教师自我报告的课程观和实际教育活动存在中度相关,其受教育程度、专业训练水平、所处地理区域、班级幼儿人数,均与课程观显著相关。美国教师则只有一般性受教育程度与其课程观显著关联。本研究结果对全面了解当前幼儿教师的观念和行为,为有针对性地开展师资培训工作提供了借鉴与启发。
[Abstract]:In this study, 296 Chinese and 146 American teachers were surveyed and 10 teachers from each country were interviewed in order to compare the similarities and differences between Chinese and American teachers in the concept of early childhood education curriculum. Factor analysis of questionnaire data reveals that teachers' responses to questionnaire items in the two countries show three similar main factors in structure, but regional analysis also shows that the importance of specific projects, The level of recognition of teachers in the two countries is quite different. In general, American teachers pay more attention to the autonomous and spontaneous activities of individual children, while Chinese teachers pay more attention to the learning of specific skills under the guidance of teachers. There is a moderate correlation between the self-reported curriculum view of Chinese teachers and the actual educational activities. The educational level, the level of professional training, the geographical area and the number of children in the class are all significantly related to the curriculum view. American teachers have only a general level of education and a significant correlation with their view of curriculum. The results of this study provide a reference and inspiration for teachers' training in order to fully understand the current concept and behavior of preschool teachers.
【作者单位】：
【基金】：美国普渡大学科研基金国际合作研究基金的立项资助
【分类号】：G612

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