幼兒園課程開發與教師專業發展一體化

有關幼兒園課程開發與教師專業發展一體化的研究得到了以下幾點結論：(1)幼兒園課程開發是教師在專家引領下，在課程實施過程中發現問題、分析問題並解決問題的循環往復、螺旋上升的過程；問題能否得到有效解決，是判斷教師是否真正參與到課程開發之中並獲得專業發展的重要指標。(2)幼兒園課程開發與教師專業發展的一體化一般會經歷技術性、實踐性、解放性與超越性四個階段，教師在這四個不同的階段要完成理解、實施、完善與推廣課程的任務；這些不同階段在時間維度上是有所交叉的。(3)影響幼兒園課程開發與教師專業發展一體化的因素包括專家的引領和指導、家長的支持和參與、兒童觀、幼兒園文化、資源支持、參與者的夥伴合作等。
Based on related practice and researches on the integration of kindergarten curriculum development and teachers’ professional development, the authors conclude that (1) Kindergarten curriculum development is the process of finding problems, analyzing problems and solving problems during curriculum implementing with experts’ guiding; whether the problems can be solved or not is the key standard being used to tell whether teachers are really involved in curriculum development. (2) The integration of kindergarten curriculum development and teachers’ professional development usually go through four stages: technical, practical, liberating and transcendent stages; teachers should finish the tasks of understanding, implementing, completing and promoting the curriculum; and the four stages sometimes overlap from the dimension of time. (3) Factors influencing this integration include experts’ guidance and instruction, family support and involvement, views on children, school culture, resources, and participants’ teamwork. Copyright © 2015 浙江教育報刊社.