【作者】 王雁；

【导师】 朱家雄；

【作者基本信息】 华东师范大学 ， 学前教育学， 2007， 博士

【摘要】 本文采用叙事研究法对一个农村家庭式幼儿园园长——李老师的办园经历进行研究。李老师家住浙江省慈溪市A镇F村，她在1994年到2002年间，在F村办过一个家庭式幼儿园。李老师办园经过了一个火爆开园、走向鼎盛、参与竞争、被迫转让、无奈离开的过程，李老师的幼儿园在李老师离开一年后倒闭。与李老师无奈离开幼儿园不同的是，F村的另一名办园者——陈凤却成为了村里唯一获得办园许可证的园长。本研究对李老师的办园经历进行研究的目的是为了回答下列问题：在办园过程中，影响办园者办园行为和发展的深层次原因是什么?决定办园者办园行为和发展的关键又是什么?为了回答上述问题，本文选用布朗芬布伦纳的人类发展生态学为视角，并以该理论中的大系统为着力点进行研究。本文把李老师的办园经历分为兴盛和衰退两个阶段进行研究。在每个阶段都先按照时间顺序叙述李老师的办园故事。然后，再按照大系统、外系统、中间系统、小系统的顺序对李老师的办园故事进行解读，力图诠释在特定时间、特定情景里，大系统如何通过办园者所处外系统、中间系统、小系统中的各种因素以及这些系统之间的相互关系，影响办园者在办园过程中的办园行为和发展。在李老师办园初期，李老师所在的F村缺乏幼儿园，家长迫切希望能够由有教育背景的人来办一个“正规”点儿的幼儿园，以满足孩子接受学前教育的需求。同时，慈溪市政府积极鼓励社会力量办园，认为办园者只要办起来幼儿园就好，对他们的教育教学行为并没有进行太多的干预。于是，中国传统文化中与教育有关的“重视伦理道德教育”和“学历主义”价值观就成为了此阶段李老师所处大系统的核心。作为一个有着30多年教龄的教师，李老师适应了此阶段的办园生态环境，所以她的办园效果也得到了政府、家长等多方面人员的认可。随着李老师所处时间系统中竞争对手的出现和政府两个幼教政策的出台等多种因素的变化，李老师所处办园生态环境也发生了变迁。此阶段大系统中影响李老师办园行为和发展的主要是中国传统文化中的“权威取向”、“他人取向”和“关系取向”。只有那些能够扮演好“经营者”角色的人才能够办好幼儿园，成为竞争中的胜利者。李老师由于不适应这样的办园生态环境，而被迫于1999年转让幼儿园、2002年离开了自己的幼儿园，而陈凤则适应了这种办园生态环境，成为了F村唯一获得办园许可证的办园者。通过对李老师的办园经历进行研究，我们得出如下结论：1．办园者所处办园生态环境中的各种因素都在影响办园者的办园行为和发展，而大系统层面的文化则是影响办园者办园行为和发展的深层次原因。决定办园者办园行为和发展的关键是办园者能否适应其所处办园生态环境。2．社会政策是影响办园者所处办园生态环境发生变迁的一个重要因素。本文用叙事研究法对李老师的办园经历进行研究，这是一种生态取向的研究。这种研究可以给农村家庭式幼儿园园长一个发出自己声音的机会，也可以为目前有关农村学前教育研究提供一些材料补充，还可以为人类发展生态学的研究提供一种可操作化的样式和可借鉴的方法。更多还原

【Abstract】 This thesis studies Teacher Li’s experience of running kindergarten by method of narrative inquiry. Teacher Li lived in Village F in Cixi City in Zhejiang Province. She was once a director of a family kindergarten in Village F from 1994 to 2002. During the course of her running kindergarten, Teacher Li experienced such stages as commencing, prospering, competing, transferring and leaving her kindergarten. And the kindergarten was bankrupted one year after she left. Different with Teacher Li’s leaving her kindergarten, Chen Feng, a director of another kindergarten in the same village, acquired the only license of running kindergarten in Village F. Through studying Teacher Li’s experience, this thesis aims at finding some interpretations for the following questions:In the process of running kindergarten, what is the deep reason that influences and even determines the director’s behavior and development of running kindergarten? And what is the key reason that determines the director’s behavior and development?In order to answer the two questions, the author choose Bronfenbrenner’s theory , the ecology of human development , as the perspective and place emphasis on the macrosystem of the theory hereinbefore . This thesis studies Teacher Li’s experience by means of dividing it into two stages, boom and decline. For each stage, the author narrates Teacher Li’s story of running kindergarten by order of time, thereafter, analyses this story by the sequence of macrosystem, exosystem, mesosystem and microsystem. By this sequence, the author are trying to interpret how the macrosystem influences director’s behavior and development, in some certain period and in some certain circumstamces, through the factors of such systems as exosystem, mesosystem and microsystem and the mutual relationship among all the systems.In the initial stage, Village F was lack of kindergartens, so the parents were eager for a "regular" kindergarten run by a person who has educational background, to meet children’ s requirements to acquire preschool education. At the same time, the government of Cixi was encouraging people to establish kindergarten with social resources, and taking for granted that it’s good to establish a kindergarten, so it interfered little executively with the director’s education and teaching actions. Consequently, the ideas which are related to education as "value ethics moral education" and "value academic credentials" became the core of macorsystem at that stage. Being a teacher who had worked in primary school for over 30 years, Teacher Li adapted to the ecological environment of running kindergargen at that stage, so she was approved and praised by the government and the parents etc.Teacher Li’s ecological environment of running kindergarten transformed because many factors changed in her chronosystem, such as competitors appeared in Village F and two police reating with early childhood education issued by Cixi government. Accordingly, the values such as "authority orientation" , "others orientation" and "ralation orientation" in Chinese culture became the core value of the macorsystem at that stage. In order to be the winner, the director must act the role well as a manager. Teacher Li couldn’t adapt to the ecological environment of that stage and she had to transfer her kindergarten in 1999 and leave her kindergarten in 2002. On the contrary, Chen Feng, adapted to it very well and acquired the only license of running kindergarten in Village F.Through analyzing Teacher Li’s experience of running kindergarten, we draw such conclusions as:1. All kinds of factors in the ecological environment of running kindergarten could influence the director’s behavior and development of running kindergarten. But the culture relating with macrosystem is the deep reason which infuluences the director’s behavior and development of running kindergarten . It is the director’s adaptability to the ecological environment of running kindergarten that determines his or her behavior and development of running kindergartens.2. Social policy is an important factor that makes ecological environment of running kindergarten .This thesis studies Teacher Li’s experience of running kindergarten by method of narrative inquiry. It is a kind of ecological oritented study.This thesis could provide an opportunity to a director of rural family kindergarten, then she could speak loudly and make the researcher and practitioner in early childhood education know her. This thesie could give some new materials to the study of early childhood education in rural areas. And this thesis could provide a model for other researchers who want to use the ecology of human development as their perspective.更多还原