摘要
在园本教研中倡导构建教师共同体文化,是幼儿园教研实践发展的必然要求,对提升保教质量,促进教师专业发展和儿童发展具有重要的现实意义。为了解当前园本教研中教师共同体文化的发展现状,本研究对C市504名幼儿园教师和教研管理者进行问卷调查,结合深度访谈与实地考察,结果发现我国幼儿园在园本教研过程中已形成兼具共性与个性特征的教师共同体文化,且整体表现良好,不同等级幼儿园之间存在差异;教研主体构成多元化,幼儿园教师是第一主体,教研专家介入较少;教师共同体精神文化表现最明显,是影响教师共同体文化形成的必然因素;教研团队成员之间形成良性关系,教研争鸣具有积极效应,表现出一种"和而不同"的行为文化,是影响教师共同体文化形成的关键因素;已建立多元化教研制度,教研权有所下放,"一言堂"现象仍然存在,教师共同体制度文化在不同地区幼儿园之间存在差异;不同等级幼儿园的教师共同体物质文化有差异,但都普遍重视教研空间与时间条件的创设和支持。在园本教研中构建教师共同体文化,既要有正向的教研共同愿景,坚持以问题为导向,鼓励积极的对话协商;又要下放并赋予教师教研权,实现多元化教研评价,吸引教研专家弹性介入。
Advocating and constructing teachers’ community culture based on Kindergarten-based Teaching and Research is an inevitable requirement for the development of teaching and research in kindergartens and is of great and realistic significance to improve the quality of nursing and education and promote teachers’ professional development and children’s development. In this study,questionnaire,interview and observation were used to investigate the situations of Kindergarten-based Teaching and Research in urban and rural kindergartens in C city. The questionnaire survey was conducted among 504 teachers and managers in teaching and research,and combined with in-depth interviews and field visits,so as to investigate the current situations of teachers’ community culture in Kindergarten-based Teaching and Research. The results showed that the overall situation of teachers’ community culture was good and had both generality and individuality,but significant differences were found only in the kindergartens from different grades;the main subject constitutions of teaching and research were diversified,preschool teachers were the first subject,and the involvement of teaching and research experts was still less;the good situations about institutional culture of teacher community were the most prominent,which was the inevitable factor to affect the generation of teachers’ community culture;the benign relationship has been formed among members of teaching and research,there were differences in cooperation and participation,the contention of teaching and research had positive effects,behavioral culture of teacher community was the key factor to affect the generation of teachers’ community culture;diversified teaching and research systems had been established,the power of teaching and research has been decentralized,the phenomenon that "what I say goes"still existed,and significant differences about institutional culture of teacher community were found in kindergartens from different regions;space and time conditions we
作者
黄豪
Hao Huang(School of Education Science,Nanjing Normal University,Nanjing 210097 China)
出处
《学前教育研究》
CSSCI
北大核心
2019年第11期35-50,共16页
Studies in Early Childhood Education
基金
教育部人文社科青年基金项目“学前特殊儿童家庭抗逆力的生成机制及社会支持体系构建”（编号：18YJC880080）
重庆市教育科学“十二五”规划课题“重庆市幼儿园课程质量督导指标体系构建研究”（编号：2015-JC-034)
关键词
园本教研
教研文化
教研共同体
教师共同体文化
Kindergarten-based Teaching and Research
culture of teaching and research
community of teaching and research
teachers’ community culture
