农村幼儿园教师参与园本课程开发阶段的个案研究  

A Case Study of Rural Kindergarten Teachers’Participation in Kindergarten-based Curriculum Development

作　　者：张轲 何叶[2] ZHANG Ke;HE Ye(The 27th Kindergarten in Chengdu,Chengdu 610051,China;Teachers’College,Chengdu University,Chengdu 610106,China)

机构地区：[1]成都市第二十七幼儿园,四川成都610051 [2]成都大学师范学院,四川成都610106

出　　处：《陕西学前师范学院学报》2021年第1期47-53,共7页Journal of Shaanxi Xueqian Normal University

基　　金：四川学前教育发展研究中心科研项目(CECER-2018-B01)。

摘　　要：当前园本课程开发不仅是农村幼儿园课程改革的需要,同时也是农村幼儿园教师专业发展的重要途径。为了有效地看清园本课程开发对农村幼儿园教师专业发展的积极推动作用,有必要对农村幼儿园教师的园本课程开发阶段进行研究。同时,为了研究能够见微知著、小中见大,采用了个案研究的方法对一名农村幼儿园教师(王老师)参与园本课程开发的三个阶段进行了揭示,分别是:尝试期、发展期、沉思期,并对其开发之路进行了简单总结,在此基础上分析开发阻力以及提出开发对策,以期为其他众多农村幼儿园教师开发园本课程提供积极借鉴。At present,the development of kindergarten based curriculum is not only the need of rural kindergarten curriculum reform,but also an important way of rural kindergarten teachers’professional development.In order to find out the positive role of kindergar⁃ten-based curriculum development on the professional development of rural kindergarten teachers effectively,it is necessary to study the design and development process of kindergarten-based curriculum.At the same time,in order to learn the process via a more prac⁃tical view,the author uses the method of case study to reveal the three stages of a rural kindergarten teacher’s(Miss Wang)participa⁃tion in the development of kindergarten-based curriculum,which are:the trial period,the development period and the meditation peri⁃od,and makes a simple summary of its development path.On this basis,it analyzes the development resistance and puts forward the development countermeasures in order to provide positive reference for other rural kindergarten teachers to develop kindergartenbased curriculum.

关 键 词：农村幼儿园教师 园本课程开发 个案研究 

分 类 号：G610[文化科学—学前教育学]