一项关于儿童、教师与课程隐喻的调查报告  

A Survey on Children,Teacher and Curriculum Metaphors

作　　者：郑轩[1] 王芬[1] 王春燕[1] 

机构地区：[1]浙江师范大学杭州幼儿师范学院

出　　处：《幼儿教育（教育科学）》2012年第4期11-15,共5页Early Childhood Education(Educational Sciences)

基　　金：2010年度教育部人文社会科学研究规划基金项目“幼儿园集体教学活动有效性研究”的研究成果之一,项目编号:10YJA880131

摘　　要：本文通过问卷调查的方式，了解幼儿园教师对儿童、教师、课程等的隐喻性表述。研究者通过对这些资料的深入分析，梳理出幼儿园教师的儿童观、教师观与课程观。研究者认为，教师有必要树立科学的儿童观，珍视儿童当下的生活；也要正视自身的角色，将科学教育观念转化为教育行为；还要致力于树立科学的课程观，倡导生命对话，促进儿童发展。A questionnaire was used to collect kindergarten teachers＇ metaphoric expressions of children, teacher and curriculum. Based on an in-depth analysis of these materials, the researchers studied teachers＇ concept of children, teacher and cumculum. According to the findings teachers need to establish a scientific concept of children, value children＇ s present life and have a clear perspective of their own roles. Meanwhile they need to establish a scientific concept of curriculum and make efforts to pursue the children＇s development.

关 键 词：隐喻 儿童 幼儿园教师 幼儿园课程 调查 

分 类 号：G612[文化科学—学前教育学]