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首页> 外文学位 >Preschool teachers' reactions to early childhood education reform in China.
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Preschool teachers' reactions to early childhood education reform in China.

机译：幼儿教师对中国幼儿教育改革的反应。

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摘要

This comparative study examines preschool teachers reactions to the current national Early Childhood Education (ECE) curriculum reform in China. Mixed research methods consisting of multi-sited, video-cued ethnography and a questionnaire survey were used to collect data at three Chinese public preschools that are located in significantly different socio-cultural contexts: from the most modernized Chinese metropolis, Shanghai, to Kunming, the capitol of Yunnan Province, to a rural village in the less-developed region of Southwestern Chongqing.;The findings of this study show that there are variations in how classroom teachers react to the top-down reform mandate. This is resulted from not only teachers' individual personal traits (such as age, experience, educational background, personality, and administrative roles at work), but more significantly the educational resources available at each site (such as administrative, parental and financial support, and training opportunities), how the policies are implemented, and the cultural norms of the local communities. Meanwhile, despite their dramatically different working conditions and pedagogies, the teachers from all three locales share certain common attitudes to and knowledge about the pros and cons of the reform. Furthermore, the degree to which the classroom teachers feel the pressure of change from a top-down reform and react to it accordingly, has a great deal to do with their social/political visibility in the eyes of their administration as well as to other professionals in this field.
机译：这项比较研究考察了学前教师对中国目前的全国幼儿教育（ECE）课程改革的反应。混合研究方法包括多点视频提示的人种志研究和问卷调查，这些方法被用来收集三所处于不同社会文化背景的中国公立幼儿园的数据：从现代化程度最高的中国大都市上海到昆明，这项研究的发现表明，课堂教师对自上而下的改革任务的反应各不相同。这不仅是由于教师的个人特征（例如年龄，经验，教育背景，个性和工作中的行政角色），而且还在于每个站点可用的教育资源（例如行政，父母和经济支持，和培训机会），政策的实施方式以及当地社区的文化规范。同时，尽管他们的工作条件和教学方法截然不同，但来自三个地区的教师对改革的利弊有着某些共同的态度和知识。此外，课堂教师在多大程度上感受到自上而下的改革带来的变化压力并做出相应的反应，这在很大程度上取决于他们在行政部门以及其他专业人员眼中的社会/政治知名度。在这个领域里。

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  • 作者

    Che, Yi.;

  • 作者单位

    Arizona State University.;

  • 授予单位 Arizona State University.;
  • 学科 Anthropology Cultural.;Education Curriculum and Instruction.;Education Early Childhood.;Asian Studies.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 206 p.
  • 总页数 206
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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