科学教育中幼儿园教师课程资源开发能力现状及影响因素研究

【作者】 李敏；

【导师】 贺敬雯； 黄光翔；

【作者基本信息】 沈阳师范大学 ， 学前教育（专业学位）， 2023， 硕士

【摘要】 随着学前教育的发展,国家对幼儿园科学教育以及课程资源开发越来越重视。在幼儿园五大领域教育教学活动中,科学教育领域对幼儿园教师而言具有更大的挑战性,尤其是在科学教育领域中的教师课程资源开发能力方面存在不足,幼儿园教师作为课程的直接实施者,应成为科学教育中课程资源开发的重要主体。因此,科学教育中幼儿园教师课程资源开发能力作为教师必备的专业能力,具有重要的研究意义和价值。本研究以自编的《科学教育中幼儿园教师课程资源开发能力调查问卷》为研究工具,对S市幼儿园教师进行问卷调查,回收有效问卷481份,运用SPSS20.0统计软件对科学教育中幼儿园教师课程资源开发能力的现状进行分析;并从公办园和民办园选取10名幼儿园教师进行深入访谈,运用NVivo11质性软件对访谈资料进行逐级编码分析,以探究其影响因素,从而提出可行性建议。研究结论如下:1.科学教育中幼儿园教师课程资源开发能力总体处于中等水平,未达到良好水平,教师的课程资源开发能力仍有待提升。各维度得分从高到低依次为:整合运用能力、认知理解能力、沟通合作能力、反思评价能力、收集分类能力、规划设计能力。2.从人口学变量来看,不同年龄、教龄、学历、编制、职务、地区的幼儿园教师在科学教育领域的课程资源开发能力方面均存在显著性差异,不同办园性质及不同班级的幼儿园教师在科学教育领域的课程资源开发能力方面不存在显著性差异。3.科学教育中幼儿园教师课程资源开发能力受到教师自身、幼儿个体、园所支持、家园合作等因素的影响。其中教师自身因素包括科学素养、工作旺盛感、职业幸福感、教育观念;幼儿个体因素包括幼儿反馈和幼儿发展水平;园所支持因素包括幼儿园物质支持和精神支持;家园合作因素包括家长意识和家长行为等方面。基于以上结论,本研究从以下四个方面提出针对性建议:教师应树立科学探究意识,生成资源开发内驱动力;教师应注重科学经验积累,加强课程教学反思实践;园所应重视科学教育活动,营造课程资源开发氛围;园所应加大科学资源支持,满足教师能力提升需求。更多还原

【Abstract】 With the development of preschool education,the state pays more and more attention to kindergarten science education and curriculum resource development.Among the five major areas of kindergarten education and teaching activities,the field of science education is more challenging for kindergarten teachers,especially in terms of teachers’ curriculum resource development ability in the field of science education is deficient,and kindergarten teachers,as the direct implementers of the curriculum,should become an important subject of curriculum resource development in science education.Therefore,the curriculum resource development competency of kindergarten teachers in science education has important research significance and value as a necessary professional competency for teachers.In this study,a self-administered questionnaire on kindergarten teachers’ curriculum resource development ability in science education was used as a research tool to conduct a questionnaire survey of kindergarten teachers in S.481 valid questionnaires were collected,and SPSS 20.0 statistical software was used to analyze the current situation of kindergarten teachers’ curriculum resource development ability in science education;and 10 kindergarten teachers from public and private kindergartens were selected for in-depth interviews.The interview data were coded and analyzed level by level using NVivo11 qualitative software to explore the influencing factors in order to make feasible suggestions.The findings of the study are as follows:1.the curriculum resource development ability of kindergarten teachers in science education is generally at an intermediate level,not reaching a good level,and the curriculum resource development ability of teachers still needs to be improved.The scores of each dimension,in descending order,are: integration and application ability,cognitive understanding ability,communication and cooperation ability,reflective evaluation ability,collection and classification ability,and planning and design ability.2.In terms of demographic variables,there are significant differences between kindergarten teachers of different ages,years of teaching experience,education,establishment,position,and regions in their ability to develop curriculum resources in the field of science education,and there are no significant differences between kindergarten teachers of different nature of operation and different classes in their ability to develop curriculum resources in the field of science education.3.The ability of kindergarten teachers to develop curriculum resources in science education is influenced by teachers’ own,individual children’s,school support,home cooperation and other factors.Among them,teachers’ own factors include scientific literacy,work exuberance,professional well-being,and educational concepts;individual children’s factors include children’s feedback and children’s developmental level;school support factors include kindergarten material and spiritual support;and home cooperation factors include parental awareness and parental behavior.Based on the above findings,this study proposes targeted suggestions in the following four aspects: teachers should establish the awareness of scientific inquiry and generate internal driving force for resource development;teachers should pay attention to the accumulation of scientific experience and strengthen the practice of reflecting on curriculum teaching;kindergartens should pay attention to scientific education activities and create an atmosphere for curriculum resource development;and kindergartens should increase the support of scientific resources to meet the needs of teachers’ capacity enhancement.更多还原