簡介：蘇州大學碩士學位論文36歲幼兒生命教育內(nèi)容與方法適宜性的實踐研究姓名顧麗霞申請學位級別碩士專業(yè)教育管理指導教師彭彥琴200910013_6歲幼兒生命教育內(nèi)容與方法適宜性的實踐研究英文摘要THERESEARCHOFIMPLEMENTATIONONTHECONTENTANDMETHOD’SSUITABILITYOFTHELIFEEDUCATIONFOR36YEAROLDTODLERSABSTRACTPRESENTLY,THELIFEEDUCATIONFORTODLERSINOURCOUNTRYISPRIMARILYFOCUSINGONTHEHOMONICALDEVELOPMENTOFALLSTUDENT’SPHYSIOLOGYANDPSYCHOLOGY．THISWILLHELPTOESTABLISHTHEFOUNDATIONFORTHECHILDREN’SLIFELONGWELLBEINGS．SOMEOFTHESCHOOLSHAVEDONETHERELEVANTRESEARCHONTHEIMPLEMENTATIONCONTENTANDPROCESSFORTHELIFEEDUCATIONWHICHISMAINLYPRESENTEDASANACEDAMICTOPICORSPECIALEDUCATION．IT’SVERYRAREFORAKINDERGARDENTOPERFORMARESEARCHONTHELIFEEDUCATION．THISTHESISUSESANTINGKINDERGARDENINSHANGHAIJIADINGDISTRICTASASTUDYCASETORESEARCHONTHECONTENTANDMETHOD’SSUITABILITYOFTHELIFEEDUCATIONFOR36YEAROLDTODLERS．INVESTIGATIONONTHECURRENTSITUATIONOFTODLER’SLIFEEDUCATIONWASPERFORMEDTHROUGHTHEANALYSISOFREFERENCEARTICLESANDSITEVISITS．THECONTENTANDMETHOD’SSUITABILITYOFTHEORIGINALLIFEEDUCATIONFOR36YEAROLDTODLERSWASANALYZED．ASUMMARYANDCONCLUSIONWEREREACHEDBASEDONTHEPREVIOUSMENTIONEDSTUDIES．THESUMMARYINCLUDES1LIFEANDSOCIETY2LIFEANDNATURE3LIFEANDSELF4HEALTHANDSAFETYEDUCATION．THESEREPRESENTSTHEIMPORTANTCONTENTSFORTHELIFEEDUCATIONFOR36YEAROLDTODLERSATTHEDIFFERENTAGESTAGES．THISTHESISALSOCONCLUDED6METHODSSUITABLEFORTODLERS’LIFEEDUCATION，NAMELY,ACTIONANDIMPLEMENTATIONMENTHOD，ROLEPLAYINGMETHOD，SCCNADCPRACTICEMETHOD，PARENTSLDDSINTERACTIVEMETHOD，ACKNOWLEDGERESEARCHMETHOD，ANDCOMMUNICATIONPRESENTATIONMETHOD．THEEVALUATIONOFTHERESEARCHONTHECONTENTANDMETHOD’SSUITABILITYOFTHELIFEEDUCATIONFOR36YEAROLDTODLERSISACOMPREHENSIVEEVALUATIONWHICHGOESTHROUGHTHEENTIREPROCESSOFTHELIFEEDUCATION．BESIDESTHESCIENTIFICANDSUBJECTIVEPRINCIPLESTOBEOBEYEDINTHEPASTEVALUATIONS，THISTHESISALSOCONTAINSAUNIQUENESSSUCHASTHEPRINCIPLEOFDEVELOPMENT，OBJECTIVE，OPENSTYLEANDLOCALIZATION．Ⅱ

簡介：華東師范大學碩士學位論文幼兒園數(shù)學教育活動中的師幼互動對教師的教育觀念和教育行為的個案研究姓名王燁芳申請學位級別碩士專業(yè)學前教育學指導教師周欣20050501ABSTRACTTHEPURPOSEOFTHESTUDYWASTOEXPLORETEACHERCHILDINTERACTIONINKINDERGARTENMATHEMATICALCLASSES，ANDRELATEDTEACHERS’BELIEFANDPRACTICE．BOTHQUALITATIVEANDQUANTITYRESEARCHMETHODSAREUSEDINTHESTUDY．TWOTEACHERSWERESELECTEDFROMTWOKINDERGARTENSASTWOCASESIJAND、Ⅳ’THEDATAWERECOLLECTEDBYINTERVIEWSANDOBSERVATIONSINAPERIODOFFOURMONTHSFROMSEP．2004TOJAN．2005．THEPROCESSOFRESEARCHMAINLYFOLLOWEDTHREEPATHS1FROMTHETEACHER’SPERSPECTIVE，WHATWASTEACHER’BELIEFONTHETEACHERCHILDINTERACTIONINMATHEMATICALCLASSES．THEDATAWERECOLLECTEDBYINTERVIEWS．2FROMTHEAUTHOR’SPERSPECTIVE。WHATWASTEACHERS’BEHAVIORINMATHEMATICALCLASSES．THEDATAWERECOLLECTEDBYOBSERVATIONS．3FROMTHEAUTHOR’SPERSPECTIVE．HOWWASTHETEACHERS’BELIEFCONSISTENTWITHTHEIREDUCATIONPRACTICELFITWASNOTCONSISTENT．HOWDIDTHETEACHEREXPLAINTHERESULTSINDICATEDTHATTHETWOTEACHERS’EDUCATIONBELIEFONTEACHER．CHILDINTERACTIONWASINFLUENCEDBYEARLYCHILDHOODEDUCATIONTHEORY,POLICYANDTHEIROWNEDUCATIONPRACTICE．ASUBSTANTIALPARTOFTHETEACHERS’BELIEFWASCONSISTENTWITHTHETHEORYINEARLYCHILDHOODMATH’SEDUCATION．CASEJAPPLIEDTEACHERDIRECTEDTEACHINGSTYLE，WHILECASEWAPPLIEDCHILDCENTEREDTEACHINGSTYLE．ALTHOUGHEDUCATIONBELIEFAFFECTSTHEPRACTICE，THETEACHER’SBELIEFSEEMEDBETTERTHANTHEIRPRACTICETOBENEFITCHILDREN’SDEVELOPMENT．THEREARESIXRECOMMENDATIONSFORMATHEDUCATIONFORYOUNGCHILDREN1TEACHERSSHOULDTREATCHILDRENIMPARTIALLY；2TOESTABLISHASTANDARDFORTEACHERCHILDINTERACTION；3PROVIDESUPPORTFORCHILDRENWITHDIFFERENTLEVELOFNUMBERCONCEPTANDPROVIDERICHMANIPULATIONEXPERIENCE；4INDIVIDUALIZEDEDUCATIONSHOULDBEEMPHASIZED；5TEACHERSSHOULDTRYTOUNDERSTANDCHILDRENANDENCOURAGECHILDREN’AUTONOMY；6TEACHERSSHOULDREFLECTONTHEPRACTICE．KEYWORDSKINDERGARTENMATHEDUCATION；TEACHERCHILDINTERACTION；EDUCATIONALBELIEF；EDUCATIONALBEHAVIOR

簡介：分類編號密級天滓3J幣苊大學研究生學位論文學生姓名金量噬申請學位級別亟±申請專業(yè)名稱數(shù)直堂院堂煎熬直研究方向堂煎熬直指導教師姓名藍噠虹專、I少技術(shù)職稱副數(shù)援提交論文日期蘭O1O生6旦D二碼號位單學摘要教育的實際效果與教師本身的能力發(fā)揮有著密不可分的關(guān)系，尤其是對可塑性很強的幼兒來說，與教師的互動會起到至關(guān)重要的作用。因此，對幼教實施繼續(xù)教育，進行合理、適當?shù)呐嘤栵@然是不可或缺的環(huán)節(jié)。本論文主要介紹韓國的幼教現(xiàn)狀及繼續(xù)教育情況。韓國有比較系統(tǒng)的培訓機構(gòu)，公辦和民辦的繼續(xù)教育培訓基地相輔相成。幼教的培訓機構(gòu)一般為綜合大學及?？拼髮W，凡攻讀4年制大學幼兒教育專業(yè)或與之相關(guān)的學科皆可獲得幼兒園2級正教師資格。另外，已取得有關(guān)保育、教職的學分及在由教育研究生院或教育人力資源部長官指定的研究生院獲得碩士學位的人方可獲得幼兒園2級正教師資格。到目前為止，幼兒園的晉升體系為2級正教師一1級正教師一副園長一園長。繼續(xù)教育指，以獲得幼兒園教師資格證后被聘請的職員為主要教育對象，為獲得專業(yè)性．的提高和獲取上級資格的目的而義務(wù)進行的教育活動。繼續(xù)教育的具體培訓種類為資格培IJII、業(yè)務(wù)培訓、一般培訓，其具體培訓方法為教師自覺自愿的培訓、學前教育機構(gòu)、以政府為主導的培訓、以高等學府及培訓機構(gòu)為主導的培訓。本論文通過文獻法、調(diào)查法了解到幼兒園教師對繼續(xù)教育的期望值及改善意見第一，應(yīng)改善目前以供應(yīng)者為中心的教育體系，構(gòu)建以需求者為中心的研究體系。第二、改善以筆試為重的考核方式，多維度、多樣化的考核方案將是提高資格培訓水平及有效性的最佳對策。第三、應(yīng)增加幼教資格培訓內(nèi)容的深度和廣度。第四、激活遠程教育的教學方式解決人力緊缺的問題。第五、多組織研究討論課。第六、考慮到受培訓者的個體特征因素，開發(fā)針對性相對強的培訓方法。第七、保證豐富多樣的授課方式。第八、迎合信息多元化時代的發(fā)展步伐，隨時補充和彌補外語漢語、英語、電腦等修養(yǎng)功課。關(guān)鍵詞韓國；幼教；繼續(xù)教育培{JL2

簡介：ABSTRACTNOWADAYSTHETRENDOFTHEINTERNATIONALCURRICULUMEVALUATIONISDEVELOPINGMOREANDMOREHUMANITIESCONCERNON2001OURCOUNTRYPROMULGATEDTHEKINDERGARTENEDUCATIONOUTLINEWHICHEVALUATIONTHEORYFORSPEAKINGOFISSIMILARTOTHISKINDOFDEVELOPMENTTRENDTOEVALUATEINFANTISTHEIMPORTANTPARTOFTHEPRESCHOOLWORKITHASTWOTYPESABOUTINFANT’SEVALUATIONONETYPEISFORMALASSESSMENTTHATFORINFANTS’DEVELOPMENT，ANOTHERONEISTHETEACHERINSTANTINWITHINFANTUSUALLYGETINTOUCHWITHTRANSACTIONPROCESS，NAMELYIMPRNMPTUOFINFORMALASSESSMENTTHETEACHERS’INFORMALASSESSMENTSALLHAVETHEIMPORTANTINFLUENCETOTHECOGNITION，EMOTIONANDSOCIALDEVELOPMENTOFTHEINFANT，BUTTHETEACHERUSUALLYNEGLECTSTHEINFORMALASSESSMENTACTSTOTHEINFLUENCETHATTHEINFANT’SDEVELOPMENTINTHEKINDERGARTEN’SEDUCATIONACTIVITIES，ANDTHESYSTEMATICRESEARCHFORTHISCAN’TEVENBEFOUNDINTHEEDUCATIONALTHEORYFIELDTHERESEARCHERTRYTOUNDERSTANDTHETEACHER’SINFORMALASSESSMENTTHROUGHTHETEACHER’SSPEECHEVALUATIONACTSANDNONSPEECHESWHATRESEARCHEROBJECTSELECTSBYEXAMINATIONSISFIVETEACHERSINALLINFANTPARKOFTWOPERCLASS，THERESEARCHERGODEEPINTOTHELIFEOFKINDERGARTENTOASKFORHELPINGTHEOBSERVATIONRECORDOFDESIGNBYMYSELFPARTICIPATEINOBSERVATIONTHESPEECHANDTHENONSPEECHACTS，F(xiàn)INDINGTHEINFORMALASSESSMENTACTSOFTHECURRENTINFANTTEACHERHAVEASFOLLOWQUESTIONSTHEWAYOFEVALUATIONISTRADITIONAL；THELAYERLOWOFTHEEVALUATION；THEEVALUATIONISLACKOFENCOURAGEMENT；UNFAIRANDNOTFITTINGTHESEPROBLEMSAREANALYZEDFROMTEACHERS’STEREOTYPEEFFECT幻INFANT，PERSONALCHARACTERKNOWLEDGE，THESENSEOFSOCIALSTANDARDIZATION，THEIDEAOFVALUEANDEVALUATIONSITUATIONAIMATTHEABOVEQUESTIONSPUTFORWARDTHETEACHERSUGGESTIONSTHATTEACHERSHOULDPAYATTENTIONTOTHEVALUETHEINFLUENCEOFTHEINFORMALEVALUATIONACTSUPONTHEINFANTMINDANDBODYDEVELOPMENTONTHETHOUGHT；TOSETUPCHILD’SVIEWANDTHEEVALUATIONVIEWOFTHEEXACTITUDE；WANTTHATTHEEXACTITUDEKNOWSTHEMISTAKEWITHINTHEINFANTGROWTHABOVETHEOBSERVATION；THATTHEEVALUATIONSHOULDHAVEDEVELOPMENTANDENCOURAGEMENT；DIFFERENCE；OBJECTIVE；JUSTICE；PRAISE，CRITICISM，PUNISHMENTSHOULDBEMODERATELYANDIH

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簡介：學校代碼幽分類號絲研究生學號QZL曼蘭QQ2密級玉幼兒教育階段教與掌方法的比較研究以中國和坦桑尼亞為例ACOMPARATIVEANALYSISOFTHETEACHINGANDLEARNINGAPPROACHESINEARLYCHILDHOODEDUCATIONACASEOFCHINAANDTANZANIABYSTUDENTNAMESARAHCHIWAMBASUPERVISORPROFMAYUNPENGDISSERTATIONSUBMITTEDINCONFORMITYWITHTHEREQUIREMENTSFORTHEMASTERDEGREEOFEDUCATIONINCURRICULUMANDTEACHINGFROMSCHOOLOFEDUCATIONNORTHEASTNORMALUNIVERSITYOFCHINA東北師范大學學位評定委員會2011年6月ABSTRACTTHISSTUDYWASABOUTACOMPARATIVEANALYSISOFTHETEACHINGANDLEARNINGAPPROACHESONEARLYCHILDHOODTEDUCATIONACASEOFCHINAANDTANZANIATHEBEGINNINGOFTHESCHOOLYEARSCALLBESCARYTOMANYPARENTSOFPRESCHOOLAGEDCHILDREN，THISISBECAUSEWHENACHILDSTARTSGOINGTOSCHOOL，ITMEANSLESSPARENTINVOLVEMENTINDAYTODAYLEARNINGHENCEAPPROPRIATEAPPROACHESARENECESSARYTOINTRODUCEACHILDTOTHISLEARNINGENVIRONMENTANDLAYAFOUNDATIONWHICHACHILDCANBEABLETOOVERCOMETHE‘TRANSITIONSSHOCKS”ACREATIVEANDADAPTIVECURRICULUMLEARNINGAPPROACHCANPROVIDEAFRAMEWORKFORHIGH。QUALITYSUBJECTINTERACTIONDURINGEARLYCHILDHOODTEACHINGANDLEARNINGPROCESSTHEREARESEVERALAPPROACHESWHICHHAVEBEENUSEDALLOVERTHEWORLDTOCATERFORTHEEDUCATIONALNEEDSOFCHILDRENATEARLYSTAGESACOMPARATIVEANALYSISOFSUCHMETHODSHASNOTBEENTHOROUGHLYDONEINDEVELOPINGCOUNTRIESLIKECHINAANDTANZANIAHENCETHISSTUDYHASBEENUSEDTOIMPROVEANDHARMONIZETHEPRESENTASSUMEDANDPOSSIBLYVARIEDAPPROACHESSOTHATBOTHCOUNTRIESOFSTUDYCANHAVEANAPPROACHWHICHISADAPTIVETOGLOBALTRENDSANDINDIVIDUALCOUNTRIESNEEDSTHESTUDYEMPLOYEDREGGIOEMILIAAPPROACHONEARLYCHILDHOODEDUCATIONASTHEORETICALFRAMEWORKTHEREAREMANYGROWINGFORMSOFEARLYCHILDHOODEDUCATIONTHEORIESWHICHHAVEMADESIGNIFICANTIMPACTINTHEEARLYANDLATEREDUCATIONQUALITYOFMANYCHILDRENINTHEWORLDJOHNDEWEY’JEANPIAGCT，VYGOTSKYANDJEROMEBRUNERAREAMONGTHETHEORISTSOFEARLYCHILDHOODTEACHINGTHEORIESWHOEMPHASIZETHATMUCHOFWHATOCCURSINTHECLASSREFLECTSSOCIALCONSTRUCTIVISTAPPROACHTOEARLYEDUCATIONTHEREGGIOEMILIAAPPROACHTOEARLYCHILDHOODEDUCATIONHASATTRACTEDTHEWORLDWIDEATTENTIONOFEDUCATORS，RESEARCHERSANDJUSTABOUTANYONEINTERESTEDINEARLYCHILDHOODEDUCATIONBESTPRACTICESBECAUSEOFITSUNIQUETAKEONTEACHINGONEWHICHMAKESPARENTS，TEACHERSANDCHILDRENEQUALSHAREHOLDERSINTHELEARNINGINITIATIVESTHISAPPROACHISBASEDAROUNDCERTAINFUNDAMENTALVALUESABOUTHOWCHILDRENLEARNTHEVALUESINCLUDESTEACHINGENVIRONMENT，TEACHINGRESOURCES，PARENTALINFLUENCEANDADMINISTRATIVEROLESFORANALYSISANDEVALUATION，THEROLEOFEMERGENTCURRICULUMONCHILDLEARNINGAND70NGOINGSTAFFDEVELOPMENTHENCETHISSTUDYUTILIZEDTHECOREVALUESOFREGGIOEMILIAAPPROACHININVESTIGATINGONHOWFARDOESTHE

簡介：河南大學碩士學位論文蒙臺梭利教育對幼兒社會適應(yīng)行為發(fā)展的影響研究姓名王穎申請學位級別碩士專業(yè)學前教育學指導教師葉平枝200905014．科學地解讀蒙臺梭利教育，并實現(xiàn)其本土化。關(guān)鍵詞蒙臺梭利教育；幼兒社會適應(yīng)行為III

簡介：當下的民族教育作為有著共同文化的民族成員或共同文化群體的民族集團進行的文化傳承和培養(yǎng)該民族或民族集團成員的任務(wù)發(fā)生了改變。民族教育由原來農(nóng)耕時代單純的傳承民族傳統(tǒng)文化和生活生產(chǎn)技能，發(fā)展到一方面為了適應(yīng)現(xiàn)代主流社會，以求個人發(fā)展，另一方面繼承和發(fā)展本民族傳統(tǒng)文化的社會活動。民族社會的發(fā)展背景對整個少數(shù)民族教育產(chǎn)生了巨大的影響，特別是對少數(shù)民族幼兒教育的影響，使幼兒教育走出家庭養(yǎng)育的單一方式，逐漸走向滿足各種層次需要的多元的幼兒養(yǎng)育方式。本文將福建寧德金涵畬族鄉(xiāng)畬族幼兒教育的發(fā)展情況分為三個階段來敘述，包括20世紀70年代前的金涵畬族鄉(xiāng)幼兒教育、20世紀70年代到80年代中期的金涵畬族鄉(xiāng)幼兒教育和20世紀80年代中期至今的金涵畬族鄉(xiāng)幼兒教育。20世紀70年代前金涵畬族鄉(xiāng)以畬族幼兒社區(qū)教育和畬族家庭教育的隨境式幼兒教育為主體。隨著社會的變遷，畬族幼兒社區(qū)教育的影響減小，根據(jù)畬族鄉(xiāng)公共幼兒教育機構(gòu)的出現(xiàn)及其成熟將其劃分為兩個階段。之后對這三個階段經(jīng)濟發(fā)展、文化、人口遷移及區(qū)域幼兒教育機構(gòu)發(fā)展對金涵鄉(xiāng)畬族幼兒教育的影響進行比較。在最后一部分提出金涵鄉(xiāng)畬族幼兒教育的發(fā)展對現(xiàn)代民族教育的啟示第一，多元社會背景下民族幼兒教育從單一走向多元；第二，民族幼兒教育中對民族傳統(tǒng)文化的挖掘；第三，適應(yīng)畬民個體發(fā)展的畬族式浸沒雙語教育；第四，走向現(xiàn)代的民族幼兒教育仍需要大自然的給予；第五，隨境式幼兒教育方式融教育于生活。并提出少數(shù)民族幼兒教育發(fā)展的設(shè)想首先是對各層次的幼兒教育機構(gòu)應(yīng)該具備不同的評價標準與體系；再次是對于各層次的公共幼兒教育機構(gòu)的管理也必須呈現(xiàn)相應(yīng)的層次性；最后是建立多層次結(jié)構(gòu)完善的幼兒教育機構(gòu)。特別提出民族家庭式托幼機構(gòu)的嘗試，它可以利用家庭的民族文化為背景，在幼兒的養(yǎng)育過程中采取科學的育兒方法，在教育內(nèi)容和教育環(huán)境中融入民族文化元素。為當代民族幼兒教育的發(fā)展提供了有益的借鑒。

簡介：內(nèi)蒙古師范大學碩士學位論文人類學視閾下的城市蒙古族幼兒家長教育觀念研究姓名高慧申請學位級別碩士專業(yè)學前教育學指導教師蘇德20070605教育的突出特點及蘊含的家教觀念。第三部分從兩個方面分析了城市蒙古族，特別是蒙古族家庭的文化變遷。一方面交待了城市化、現(xiàn)代化所引發(fā)的民族文化變遷；另一方面從民族自身出發(fā)，分析了城市蒙古族在觀念領(lǐng)域?qū)Τ鞘谢F(xiàn)代化的適應(yīng)。，第四部分是對城市蒙古族幼兒家長教育觀念的主位研究。首先，交待了在文化變遷的背景下，蒙古族家庭教育職能的雙重性其次，以目前城市蒙古族幼兒家長最為關(guān)心的幾個問題為切入點，介紹了城市蒙古族幼兒家長的困惑和選擇。第五部分是對城市蒙古族幼兒家長教育觀念的客位研究。依據(jù)對內(nèi)蒙古自治區(qū)幾大城市蒙古族幼兒家長教育觀念的問卷調(diào)查及對調(diào)查結(jié)果的分析，明確了值得保留并發(fā)揚的優(yōu)秀傳統(tǒng)家教觀念，總結(jié)了當前城市蒙古族幼兒家長教育觀念的新特點，提出進一步促進民族傳統(tǒng)文化與現(xiàn)代社會需求交融、整合的觀點。關(guān)鍵詞人類學視閾，城市蒙古族幼兒家長，教育觀念，主客位研究

簡介：西南大學碩士學位論文孩子眼中的“好爸爸、好媽媽”幼兒視角的父母教育行為個案研究姓名李辰申請學位級別碩士專業(yè)學前教育學指導教師李靜20090401ABSTRACT蔓曼曼曼曼曼曼曼皇曼曼皇IIII一III一一一I一I量ACASESTUDYOIL”GOODFATHERS，GOODMOTHERS’’INCHILDREN，EYESEDUCATIONALBEHAVIOROFTHEPARENTSFROMCHILDREN’PERSPECTIVEPOSTGRADUATEOFPRESCHOOLEDUCATIONLICHENSUPERIVISORPROFESSORLIJINGABSTRACTFAMILYEDUCATION，ESPECIALLYINEARLYCHILDHOOD，ITHASFARREACHINGIMPACTONTHEDEVELOPMENTOFTHEINDIVIDUAL’SLIFEINTHEREALSITUATIONOFFAMILYEDUCATION，WHETHERINTENTIONALORUNINTENTIONALWORDSANDDEEDSOFALLTHEPARENTSHAVEBEENEXERTINGASUBTLEINFLUENCEONTHEGROWINGCHILDRENTHROUGHOUTFORMERSTUDIESONTHEEDUCATIONALBEHAVIOROFPARENTS，ONONEHAND，MOSTOFTHEMLEARNEDABOUTTHECURRENTSITUATIONVFFAMILYEDUCATIONATTHEMACROLEVELBYUSINGQUANTITATIVERESEARCHMETHODS，HOWEVER，LACKOFDETAILEDDESCRIPTIONANDANALYSISATTHEMICRO1EVELONTHEOTHERHAND，MOSTOFTHEMREGARDEDPAREMSASOBJECTSANDLETPARENTSREPORTTHEIROWNEDUCATIONALBEHAVIORVOICEOFCHILDRENINTHEFAMILYEDUCATIONWASNEGLECTEDTHISSTUDYADOPTSQUALITATIVERESEARCHMETHODS，SUCHASPARTICIPATIONANDNONPARTICIPANTOBSERVATION，F(xiàn)ORMALANDINFORMALINTERVIEWSANDPHYSICALANALYSISMETHODS。ITTAKESANORDINARYFAMILYINCHONGQINGASANEXAMPLEBASEDONTHEREALSITUATIONOFFAMILYEDUCATION，ITREGARDSPARENTSANDCHILDRENASOBJECTSITRECORDSWHATISHAPPENINGINTHEFAMILYINCLUDINGTRUEEDUCATIONALSTORIESOFTHEFAMILYANDWHATTHECHILDRENTHINKOFPARENTS’EDUCATIONALBEHAVIOREVALUATIONANDEXPECTATIONSITFOCUSESONTHEPARENTS’EDUCATIONALBEHAVIORFROMCHILDREN’PERSPECTIVEANDWHATTHECHILDRENEXPECTTHEIRPARENTSITAIMSATOFFERINGREFERENCEANDRECOMMENDATIONSFORTHECURRENTPRACTICEOFFAMILYEDUCATIONITALSOEXPECTSTOMAKEANEWATTEMPTATRESEARCHMETHODSOFEARLYCHILDHOODFAMILYEDUCATION，ENRICHINGTHEPRACTICERESEARCHTHERESULTSHOWSTHATWHATTHECHILDRENEXPECT“GOODFATHERS，GOODMOTHERS，’’AREPARENTS’BASICLITERACYTHERELATIONSHIPBETWEENPARENTSANDCHILDREN，THERELATIONSHIP

簡介：分類號UDC學位論文密級編號南昌蒯陋貊銳辣賺弼眥嘲鷗實踐探索黼昌刪E海黝夕L周英港敦黜KINDERGARTENENGIISHECII虻A(chǔ)TIONLNVESTI擘IFLCIONANDEXPLORATIONOF№捫D砑唱周凱指導教師姓名宋曉云副教授江西師范范大學教育學院申請學位級別教育碩士專業(yè)名稱教育管理論文提交日期2006年9月答辯日期2006年11月25日學位授予單位和日期江西師范大學2006年月日答辯委員會主席高修定評闐人二OO六年九月ABSTRACT1RI地GLOBALIZATIONOFTHEWORLDECONOMYMAKESENGLISHAMOREANDMOREIMPORTANTLANGUAGETOOL證INTERNATIONALCOMMUNICATIONMOREANDMORECHILDRENBEGINTOLEARNENGLISHWHICHNLAKESENGLISHEDUCATIONINKINDERGARTENBECOMEAHOTISSUE玎1ISPAPERMAKESAINVESTIGATIONOFKINDERGARTENSINNANCHANGCITYPROBESINTOTHEPROBLEMSOFENGLISHEDUCATIONBASEDONTHEANALYSIS，THEAUTHORHASAPRACTICALRESEARCHINSHANGHAIEXPERIMENTALPHOENIXKINDERGARTENTHESTUDYISBASEDONTHEORYOFLANGUAGEACQUISITIONOFCHILDRENCOGNITIVEINTERACTIONMODEL，THENATURALROUIEHYPOTHESISANDTHEAFFECTIVEFILTERHYPOTHESISPOSEDBYKRASHEN，DISCOURSETHEORYANDTHEIDEASOFPRESCHOOLCHILDRENSLANGUAGEEDUCATION111EMAINMETHODSINTHESTUDYAREQUESTIONNAIREINTERVIEWANDOBSERVATION耵LCMUINCONTENTSINCLUDEDINTHESTUDYAREASFOLLOWSUNDERSTANDINGOFENGLISHEDUCATION；CONTENTSANDWAYSOFENGLISHEDUCATION；COOPERATIONBETWEENFAMILYANDKINDERGARTEN；CONDITIONSABOUTENGLISHTETHERSETCWE右MD，MOSTOFTHELEADSOFKINDERGARTENSANDTEACHERSCANREALIZETHEIMPORTANCEOFENLIISHEDUCATIONINKINDERGARTENSANDTHENECESSARYOFLANGUAGEACQUISITIONBYSETTINGUPLANGUAGEENVIRONMENTMOSTOFTHETEACHERSCALLREALIZETHEIROWNDE丘EIENEIESATTHESANLETIME，SOMEPROBLEMSABOUTENGLISHEDUCATIONINKINDERGARTENSARCFOUND。FIRSTLYLEADERSOFKINDERGARTENSANDTEACHERSHAVEONESIDEIDEASECONDLYDIFFERENTKINDERGARTENSLIVEDIFFERENTEDUCATIONCONTENTSBYKINDSOFTEACHINGMATERIALS嘣RDLYTHELEADERSOFKINDERGARTENSANDTEACHERSHAVEREALIZEDTHEIMPORTANCEOFSETTINGUPLANGUAGEENVIRONMENLBUTITISDIFFICULTTOPERFORMFINALLYTHEEDUCATIONALLEVELSOFTHEENGLISHTEACHERSNEEDTOBEIMPROVEDAIMINGATSOLVINGTHESEPROBLEMS，SOMEPRACTICESARECARRIEDOUTINSHANGHAIEXPERIMENTALPHOENIXKINDERGARTENT11ESTEPSAREWORKINGOUTEDUCATIONAH，CHOOSINGEDUCATIONCONTENTSDEFMINGTHEWAYSANDTRAININGTHEQUALIFIEDTEACHERS111EAIMISTOBUILDCHILDREN’SINTERESTTOENGLISHTOSETUPSELFCONFIDENCE，TOTRAINTHESENSEOFLANGUAGEANDFORMGOODINDIVIDUALITIESMTEACHINGMATERIALSCHOSENAREEXTENSIVE，CONNECTINGWIMCHILDRENSLIFEANDLOCBLCUSTOMCLOSELYTHEWAYSIMPLEMENTEDINENGLISHEDUCATIONINCLUDEINSIDECLASSROOMENVIRONMENTANDOUTSIDECLASSROOMENVIRONMENTSETUPBYPARENTSANDTEACHERSTOGETHERTHEPLANOFTRAININGPROFESSIONALENGLISHTEACHERSISPUTFORWARDASA呼DLNGIDEOLOGYABOUTTHEUNITYOFLARGEQUANTITYRAPIDSPEEDANDHIGLLQUALITYKEYWORDSNANEHANGENGLISHEDUCATIONINKINDERGARTENSPRACTICALRESEARCH

簡介：上海師范大學碩士學位論文提高教師的反思能力促進教師教育行為的轉(zhuǎn)化基于一所幼兒園的案例研究姓名胡曉申請學位級別碩士專業(yè)教育管理指導教師李燕20100401ABSTRACTWITHTHEIMPLEMENTATIONOFTHESECONDPHASECURRICULARREFORM，“TEACHERREFLECTION”HASALREADYBEENTHEKEYWAYOFDEVELOPINGPRESCHOOLTEACHERS’SPECIALTIESANDIMPROVINGTHEQUALITYOFPRESCHOOLEDUCATIONTHOUGHMANYRESEARCHERSHAVEWORKEDONTHETRANSFORMATIONOFTEACHER’SEDUCATIONBEHAVIOR，THEREARERARESTUDIESFOCUSESONTHEROLEOFREFLECTIONINPROMOTINGTHETRANSFORMATIONOFPRESCHOOLTEACHERS’EDUCATIONBEHAVIORIN1989，GJPOSNERANAMERICANEDUCATIONPSYCHOLOGIST，PUTFORWARDAFORMULAONTEACHER’SPROFESSIONALDEVELOPMENTEXPERIENCEREFLECTIONPROGRESSINTERMSOFTEACHER’SPROFESSIONALDEVELOPMENT，HOWTOIMPROVEEDUCATIONCAPACITYBYMEANSOFREFLECTIONISVERYIMPORTANTTEACHINGPRACTICEISAMAINWAYTODEMONSTRATEATEACHER’SPROFESSIONALCOMPETENCE，ANDITISALSOAMAJORPARTOFPRESCHOOLEDUCATIONACTIVITIESHOWEVERHOWTOMAKEREFLECTIONINFILTRATETHROUGHEVERYSTAGEOFTEACHINGANDMAKEREFLECTIONFACILITATETHETRANSFORMATIONOFEDUCATIONBEHAVIORARESTILLISSUESTOBERESOLVEDBASEDONREFLECTIONCASES，THISSTUDYTRIESTOHELPTEACHERSFINDAPPROPRIATEWAYSTOPROMPTEDUCATIONBEHAVIORCHANGESACCORDINGTOTEACHERS’REFLECTION，WEATTEMPTSTOANALYZETHEPROBLEMSOCCURREDINTHEEARLYMIDDLEANDLATTERPARTOFTEACHINGANDEXPLORETHETRAJECTORYOFEDUCATIONBEHAVIORTRANSFORMATIONSOASTOADVANCETEACHERS’PROFESSIONALIMPROVEMENTSEVERALMAINMETHODSAREUSEDINTHISRESEARCHQUESTIONNAIRES，INTERVIEWS，CASESTUDIES，ACTIONRESEARCHANDSOONANDWECHOSESOMETEACHERSINONEKINDERGARTENASOUROBJECTSWESTARTEDTHISPROGRAMFROM‘‘UNDERSTANDING’KIDS，F(xiàn)OR‘‘UNDERSTANDING’ISTHECOREELEMENTINEDUCATIONANDTHEBEGINNINGOFEDUCATIONBEHAVIORTRANSFORMATIONWHAT’SMORE，“UNDERSTANDING”ISNOTONLYTHEBASISFORCHILDRENTOLEARNBUTALSOTHEBASISFORTEACHERSTOTEACHINPRACTICE，WEDESIGNEDTHREETHEMESSUCHAS“UNDERSTANDINGDESIGN”，“UNDERSTANDINGSUPPORT”AND“UNDERSTANDINGEVALUATION’CORRESPONDINGWITHTHETHREESTAGESOFTEACHINGONTHISBASIS，WEMADEANUMEROUSCASEANALYSISANDCONCLUDEDTHATREFLECTIONISANEFFICIENTWAYTOIMPROVETEACHERS’PROFESSIONALCOMPETENCEFINALLYWEEXCEPTTHISSTUDYWILLBRINGFORWARDSOMEFEASIBLESUGGESTIONSONTEACHERS’PROFESSIONALDEVELOPMENTANDFURTHERENHANCETHEOVERALLQUALITYOFEDUCATIONINTHEKINDERGARTENKEYWORDSREFLECTION，EDUCATIONBEHAVIORTRANSFORM，UNDERSTANDING