幼儿园教师课程决策的特征及保障机制  

The Characteristic and Ensure Mechanism of Kindergarten Teachers' Curriculum Decision-Making

作　　者：陈蓉晖[1] 马云鹏[1] 

机构地区：[1]东北师范大学教育科学学院,吉林长春130024

出　　处：《东北师大学报（哲学社会科学版）》2011年第3期185-188,共4页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：全国教育科学"十一五"规划重点课题(DHA090177)

摘　　要：教师参与课程决策是当下我国幼儿园课程开发的一种现实需要。幼儿园教师课程决策的特征主要体现在:教师课程决策贯穿于幼儿园课程运行的全过程;教师课程决策主要从集体决策和个体决策两个层面展开;教师课程决策的方式通常以直觉决策为主;教师课程决策主要受其自身知识和信念的影响。基于上述特征,为确保幼儿教师课程决策的成效,应进一步通过赋权来增强教师的课程主体作用,利用多种途径来增强教师的课程决策能力,并积极为教师提供多种资源与环境的支持。Teachers＇ participation in the curriculum decision-making has become a practical need of kindergarten curriculum development in China.Kindergarten teacher＇s curriculum decision-making features mainly reflect in：the teacher＇s decision-making runs through all the operational process of kindergarten curriculum;the patterns of teacher＇s curriculum decision-making are collective decision-making and individual decision-making;teacher＇s decision-making way always depends on intuition;meanwhile,teacher＇s knowledge and belief are main effect in their curriculum decision-making.Consequently,to ensure the effectiveness of kindergarten teacher＇s curriculum decision-making,we should further enhance the teacher＇s main role in the curriculum through the empowerment,and improve the ability of teacher＇s curriculum decision-making by using difference ways,furthermore,give the teacher support various resource and environment actively.

关 键 词：幼儿教师 幼儿园课程 课程决策 

分 类 号：G42[文化科学—课程与教学论]