簡(jiǎn)介：蘇州大學(xué)碩士學(xué)位論文36歲幼兒生命教育內(nèi)容與方法適宜性的實(shí)踐研究姓名顧麗霞申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育管理指導(dǎo)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(shí)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(jiǎn)介：華東師范大學(xué)碩士學(xué)位論文幼兒園數(shù)學(xué)教育活動(dòng)中的師幼互動(dòng)對(duì)教師的教育觀念和教育行為的個(gè)案研究姓名王燁芳申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)前教育學(xué)指導(dǎo)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(jiǎn)介：分類編號(hào)密級(jí)天滓3J幣苊大學(xué)研究生學(xué)位論文學(xué)生姓名金量噬申請(qǐng)學(xué)位級(jí)別亟±申請(qǐng)專業(yè)名稱數(shù)直堂院堂煎熬直研究方向堂煎熬直指導(dǎo)教師姓名藍(lán)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(hào)位單學(xué)摘要教育的實(shí)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(duì)可塑性很強(qiáng)的幼兒來(lái)說(shuō)，與教師的互動(dòng)會(huì)起到至關(guān)重要的作用。因此，對(duì)幼教實(shí)施繼續(xù)教育，進(jìn)行合理、適當(dāng)?shù)呐嘤?xùn)顯然是不可或缺的環(huán)節(jié)。本論文主要介紹韓國(guó)的幼教現(xiàn)狀及繼續(xù)教育情況。韓國(guó)有比較系統(tǒng)的培訓(xùn)機(jī)構(gòu)，公辦和民辦的繼續(xù)教育培訓(xùn)基地相輔相成。幼教的培訓(xùn)機(jī)構(gòu)一般為綜合大學(xué)及?？拼髮W(xué)，凡攻讀4年制大學(xué)幼兒教育專業(yè)或與之相關(guān)的學(xué)科皆可獲得幼兒園2級(jí)正教師資格。另外，已取得有關(guān)保育、教職的學(xué)分及在由教育研究生院或教育人力資源部長(zhǎng)官指定的研究生院獲得碩士學(xué)位的人方可獲得幼兒園2級(jí)正教師資格。到目前為止，幼兒園的晉升體系為2級(jí)正教師一1級(jí)正教師一副園長(zhǎng)一園長(zhǎng)。繼續(xù)教育指，以獲得幼兒園教師資格證后被聘請(qǐng)的職員為主要教育對(duì)象，為獲得專業(yè)性．的提高和獲取上級(jí)資格的目的而義務(wù)進(jìn)行的教育活動(dòng)。繼續(xù)教育的具體培訓(xùn)種類為資格培IJII、業(yè)務(wù)培訓(xùn)、一般培訓(xùn)，其具體培訓(xùn)方法為教師自覺(jué)自愿的培訓(xùn)、學(xué)前教育機(jī)構(gòu)、以政府為主導(dǎo)的培訓(xùn)、以高等學(xué)府及培訓(xùn)機(jī)構(gòu)為主導(dǎo)的培訓(xùn)。本論文通過(guò)文獻(xiàn)法、調(diào)查法了解到幼兒園教師對(duì)繼續(xù)教育的期望值及改善意見(jiàn)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(xùn)水平及有效性的最佳對(duì)策。第三、應(yīng)增加幼教資格培訓(xùn)內(nèi)容的深度和廣度。第四、激活遠(yuǎn)程教育的教學(xué)方式解決人力緊缺的問(wèn)題。第五、多組織研究討論課。第六、考慮到受培訓(xùn)者的個(gè)體特征因素，開(kāi)發(fā)針對(duì)性相對(duì)強(qiáng)的培訓(xùn)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(shí)代的發(fā)展步伐，隨時(shí)補(bǔ)充和彌補(bǔ)外語(yǔ)漢語(yǔ)、英語(yǔ)、電腦等修養(yǎng)功課。關(guān)鍵詞韓國(guó)；幼教；繼續(xù)教育培{JL2

簡(jiǎn)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

簡(jiǎn)介：西南大學(xué)碩士學(xué)位論文幼兒園環(huán)境教育課程資源開(kāi)發(fā)個(gè)案研究以山西省長(zhǎng)治市幼兒園為例姓名許艷申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)前教育學(xué)指導(dǎo)教師楊曉萍20100401ABSTRACTACASESTUDYONTHEAPPLICATIONOFKINDERGARTENENVIRONMENTALEDUCATIONCURRICULUMRESOURCE．TAKINGTHEPRIVATEKIN，SHANXIPROVINCEASEXAMPLEPOSTGRADUATELJORING‘PRESCHOOTUCATIONXUYANMAJORMGILLPRESCHOOLEDUCATIONXYANDIRECTORPROFESSORYANGXIAOPINGABSTRACTUNDERTHEBACKGROUNDOFKINDERGARTENCURRICULUMREFORMANDTHEBACKGROUNDOFGLOBALENVIRONMENTALEDUCATION，ITAKEEIGHTKINDERGARTENSINSHANXICHANE丑AIASANGROUPCASETOEXPLOREHOWTODEVELOPMENTKINDERGARTENENVIRONMENTALEDUCATIONCURRICULUMRESOURCESWITHQUESTIONNAIRESURVEY,INTERVIEWS，DATAANALYSISANDOTHERRESEARCHMETHODS．THEPURPOSESOFTHISPAPERAREANALYZINGTHEACTUALSITUATIONOFKINDERGARTENENVIRONMENTALEDUCATIONCURRICULUMRESOURCESORGANIZINGANDUSING，EXPLORINGTHEAVAILABLECURRICULUMRESOURCES，ADDINGIDEASTOTHEREFORMINGOFKINDERGARTENCURRICULUNL．FIRSTOFALL，IFOUNDTHEREARECERTAINPROBLEMSINTHEAPPLICATIONSTATUSOFKINDERGARTENENVIRONMENTALEDUCATIONCURRICULUMRESOURCES，WHICHARETHEOBJECTIVESARENOTCLEAR，THECONTENTNEEDTOFUTHEREXPLORING，THEPROGRESSISNOTCOMPLETE，THEDEVELOPINGWAYSARETOONARROWANDSOON．SECONDLY,IANALYZETHEIMPACTINGFACTORSOFTHEAPPLICATIONOFKINDERGARTENENVIRONMENTALEDUCATIONCURRICULUMRESOURCESWHICHINCLUDINGTHETHEORYRELATEDTOTHECURRICULUM，THEMANAGEMENTANDEXTERNALSUPPORTANDTHECURRICULUMRESOURCESEXPLOITER．THENISUGGESTTHEAPPROPRIATERECOMMENDATIONPROMOTETHEWHOLEKINDERGARTENENVIRONMENTALEDUCATIONPROGRAMSANDBUILDACOMPREHENSIVEANDEFFECTIVEEVALUATIONSYSTEM；PAYATTENTIONTOFAMILYANDCOMMUNITYRESOURCESANDCREATAGOODEXTEMALENVIRONMENT；PROMOTETHETEACHER’ANDTHEPRINCIPAL’ENVIRONMENTALLITERACYANDCONFORMACORRECTVIEWSONCURRICULUMRESOIIRCES．KEYWORDSKINDERGARTENENVIRONMENTALEDUCATIONCURRICULUMRESOURCECURRICULUMRESOURCEAPPLICATIONIII

簡(jiǎn)介：西南大學(xué)碩士學(xué)位論文3到6歲幼兒感恩教育研究姓名張晶申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育學(xué)原理指導(dǎo)教師任一明20100501陽(yáng)南人。學(xué)F頁(yè)一TI7FR論文曼曼皇苧曼曼曼曼苧蔓曼曼皂寰曼苧鼉曼曼苧蔓曼曼曼曼曼蔓曼鼉曼曼鼉HI苧皇曼曼曼苧皇曼曼皇曼皇曼曼曼曼皇曼目前幼兒感恩教育的現(xiàn)狀。第四部分，思索幼兒感恩教育。從現(xiàn)狀入手深入挖掘出目前幼兒感恩教育存在的問(wèn)題，并對(duì)問(wèn)題產(chǎn)生的原因進(jìn)行了分析和探討。第五部分，探路幼兒感恩教育。針對(duì)前一部分所述問(wèn)題以及產(chǎn)生原因，從樹(shù)立感恩教育理念、設(shè)置感恩教育課程、具體感恩教育策略等三個(gè)大方面試圖探索幼兒感恩教育實(shí)施的對(duì)策和建議。Ⅱ關(guān)鍵詞感恩感恩教育幼兒感恩教育

簡(jiǎn)介：委糾犬孚碩士專業(yè)學(xué)位論文2008屆幼兒社會(huì)性發(fā)展與教育研究THERESEARCHOFSOCIALITYDEVELOPMENT＆EDUCATIONFORCHILDREN研究生姓名差墮豎指導(dǎo)教師姓名江波專業(yè)學(xué)位名稱塾蔓重墨研究方向塹墼互論文提交日期鯉生縣幼兒社會(huì)性發(fā)展與教育研究摘要養(yǎng)方法也有借鑒意義。結(jié)束語(yǔ)幼兒社會(huì)性發(fā)展及其教育將是一個(gè)永恒的課題，筆者希望本文所論及到的促進(jìn)幼兒社會(huì)性發(fā)展的方法、措施對(duì)幼兒教育工作者有一定的借鑒意義。關(guān)鍵詞幼兒社會(huì)性發(fā)展教育H作者龔順梅指導(dǎo)教師江波

簡(jiǎn)介：西南大學(xué)碩士學(xué)位論文重慶市幼兒教育城鄉(xiāng)統(tǒng)籌發(fā)展研究姓名習(xí)勇生申請(qǐng)學(xué)位級(jí)別碩士專業(yè)教育經(jīng)濟(jì)與管理指導(dǎo)教師楊挺20100401西南大學(xué)碩士學(xué)位論文摘要STUDIESONURBANANDRURALBALANCINGDEVELOPMENTOFPRESCHOOLEDUCATIONINCHONGQINGMAJOREDUCATIONALECONOMYANDMANAGEMENTAUTHORXIYONGSHENGSUPERVISORASSOCIATEPROFESSORYANGTINGABSTRACTPRESCHOOLEDUCATIONISTHEFOUNDATI∞OFBASICEDUCATION，BUTALSOTHEFOUNDATIONSTAGEOFLIFELONGEDUCATIONTHETENTACLESOFEXPIODNGEDUCATIONEQUITYBEGINSTOEX鈀ND幻PRESCHOOLEDUCATIONFIELDATPRESENTURBANRURALDIFFERENCEOFPRESCHOOLEDUCATIONHASBECOMEABOTTLENECKOFPRESCHOOLEDUCATIONBALANCEDDEVELOPMENTANDEQUITYINTHECONTEXTOFDUALSTRUCTUREOFURBANANDRUMIECONOMICANDSOCIALTHISPAPERSELECTESCHONGQINGASSAMPLES，WHICHISFAMOUSFOROBVIOUSURBANRURALDUALSTRUCTURE。MEANWHILE，WESURVEYBEIBEIDISTRICTANDQIANJIANGDISTRICTWHICHRESPECTIVELYLOCATEDINONEHOURECONOMICCIRCLEANDSOUTHEASTWINGONTHEBASISOFITTHISPAPERCOMPREHENSIVELYAPPLIESMETHODSOFLITERATURE，QUESTIONNAIRESANDINTERVIEWDISPLAYTHEDEVELOPMENTSITUATIONOFURBANANDRURALPRESCHOOLEDUCATIONOMNIDIRECTIONALLYINTHEFIRSTPARTWEHACKLEANDDESCRIBETHEORETICALBASISOFOVERALLDEVELOPMENTOFURBANANDRURALPRESCHOOLEDUCATIONANALYSISMETHODOFURBANRURALDIFFERENCEINTHESECONDPARTWEAPPLYINVESTIGATIONANDEMPIRICALTOQUANTITATIVEANALYSISURBANRURALDIFFERENCEOFPRESCHOOLEDUCATIONINTHETHIRDPARTTHISPAPERPROFOUNDANALYSISINFLUENCINGFACTORSOFURBANRURALDIFFERENCEOFPRESCHOOLEDUCATIONFROMPERSPECTIVEOFEFFECTIVESUPPLYEFFECTIVEDEMANDANDINSTITUTIONALENVIRONMENTLEVELOFMACROPOLICYINSTITUTIONALENVIRONMENTSUPPLYENTITYANDMICRESIDENTHOUSEHOLDSINTHEFOURTHPARTWEATTEMPTTOESTABLISHASETOFLONGTERMMECHANISM，WHICHINCLUDESINVESTMENTMECHANISM，DISTRIBUTIONMECHANISM，MANAGEMENTSYSTEM，EVALUATIONMECHANISMS，COORDINATIONMECHANISMANDDYNAMICMECHANISMTHEFIFTHPARTISTHECONCLUSIONANDREVELATIONOFTHISPAPEROURPURPOSEISVERIFYINGRATIONALITYANDVALIDITYOFRESEARCHHYPOTHESISFURTHERMOREWEWILLSUMUPTHEACHIEVEMENTSANDSHORTCOMINGSANDPROVIDEREFERENCEFORGOVERNMENTDECISIONMAKINGANDFUTURESTUDIESKEYWORDSPRESCHOOLEDUCATIONURBANANDRURALBALANCINGDEVELOPMENTEDUCATIONALDEVELOPMENTLEVELEDUCATIONEQUITY

簡(jiǎn)介：學(xué)校代碼幽分類號(hào)絲研究生學(xué)號(hào)QZL曼蘭QQ2密級(jí)玉幼兒教育階段教與掌方法的比較研究以中國(guó)和坦桑尼亞為例ACOMPARATIVEANALYSISOFTHETEACHINGANDLEARNINGAPPROACHESINEARLYCHILDHOODEDUCATIONACASEOFCHINAANDTANZANIABYSTUDENTNAMESARAHCHIWAMBASUPERVISORPROFMAYUNPENGDISSERTATIONSUBMITTEDINCONFORMITYWITHTHEREQUIREMENTSFORTHEMASTERDEGREEOFEDUCATIONINCURRICULUMANDTEACHINGFROMSCHOOLOFEDUCATIONNORTHEASTNORMALUNIVERSITYOFCHINA東北師范大學(xué)學(xué)位評(píng)定委員會(huì)2011年6月ABSTRACTTHISSTUDYWASABOUTACOMPARATIVEANALYSISOFTHETEACHINGANDLEARNINGAPPROACHESONEARLYCHILDHOODTEDUCATIONACASEOFCHINAANDTANZANIATHEBEGINNINGOFTHESCHOOLYEARSCALLBESCARYTOMANYPARENTSOFPRESCHOOLAGEDCHILDREN，THISISBECAUSEWHENACHILDSTARTSGOINGTOSCHOOL，ITMEANSLESSPARENTINVOLVEMENTINDAYTODAYLEARNINGHENCEAPPROPRIATEAPPROACHESARENECESSARYTOINTRODUCEACHILDTOTHISLEARNINGENVIRONMENTANDLAYAFOUNDATIONWHICHACHILDCANBEABLETOOVERCOMETHE‘TRANSITIONSSHOCKS”ACREATIVEANDADAPTIVECURRICULUMLEARNINGAPPROACHCANPROVIDEAFRAMEWORKFORHIGH。QUALITYSUBJECTINTERACTIONDURINGEARLYCHILDHOODTEACHINGANDLEARNINGPROCESSTHEREARESEVERALAPPROACHESWHICHHAVEBEENUSEDALLOVERTHEWORLDTOCATERFORTHEEDUCATIONALNEEDSOFCHILDRENATEARLYSTAGESACOMPARATIVEANALYSISOFSUCHMETHODSHASNOTBEENTHOROUGHLYDONEINDEVELOPINGCOUNTRIESLIKECHINAANDTANZANIAHENCETHISSTUDYHASBEENUSEDTOIMPROVEANDHARMONIZETHEPRESENTASSUMEDANDPOSSIBLYVARIEDAPPROACHESSOTHATBOTHCOUNTRIESOFSTUDYCANHAVEANAPPROACHWHICHISADAPTIVETOGLOBALTRENDSANDINDIVIDUALCOUNTRIESNEEDSTHESTUDYEMPLOYEDREGGIOEMILIAAPPROACHONEARLYCHILDHOODEDUCATIONASTHEORETICALFRAMEWORKTHEREAREMANYGROWINGFORMSOFEARLYCHILDHOODEDUCATIONTHEORIESWHICHHAVEMADESIGNIFICANTIMPACTINTHEEARLYANDLATEREDUCATIONQUALITYOFMANYCHILDRENINTHEWORLDJOHNDEWEY’JEANPIAGCT，VYGOTSKYANDJEROMEBRUNERAREAMONGTHETHEORISTSOFEARLYCHILDHOODTEACHINGTHEORIESWHOEMPHASIZETHATMUCHOFWHATOCCURSINTHECLASSREFLECTSSOCIALCONSTRUCTIVISTAPPROACHTOEARLYEDUCATIONTHEREGGIOEMILIAAPPROACHTOEARLYCHILDHOODEDUCATIONHASATTRACTEDTHEWORLDWIDEATTENTIONOFEDUCATORS，RESEARCHERSANDJUSTABOUTANYONEINTERESTEDINEARLYCHILDHOODEDUCATIONBESTPRACTICESBECAUSEOFITSUNIQUETAKEONTEACHINGONEWHICHMAKESPARENTS，TEACHERSANDCHILDRENEQUALSHAREHOLDERSINTHELEARNINGINITIATIVESTHISAPPROACHISBASEDAROUNDCERTAINFUNDAMENTALVALUESABOUTHOWCHILDRENLEARNTHEVALUESINCLUDESTEACHINGENVIRONMENT，TEACHINGRESOURCES，PARENTALINFLUENCEANDADMINISTRATIVEROLESFORANALYSISANDEVALUATION，THEROLEOFEMERGENTCURRICULUMONCHILDLEARNINGAND70NGOINGSTAFFDEVELOPMENTHENCETHISSTUDYUTILIZEDTHECOREVALUESOFREGGIOEMILIAAPPROACHININVESTIGATINGONHOWFARDOESTHE

簡(jiǎn)介：河南大學(xué)碩士學(xué)位論文蒙臺(tái)梭利教育對(duì)幼兒社會(huì)適應(yīng)行為發(fā)展的影響研究姓名王穎申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)前教育學(xué)指導(dǎo)教師葉平枝200905014．科學(xué)地解讀蒙臺(tái)梭利教育，并實(shí)現(xiàn)其本土化。關(guān)鍵詞蒙臺(tái)梭利教育；幼兒社會(huì)適應(yīng)行為III

簡(jiǎn)介：當(dāng)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(tuán)進(jìn)行的文化傳承和培養(yǎng)該民族或民族集團(tuán)成員的任務(wù)發(fā)生了改變。民族教育由原來(lái)農(nóng)耕時(shí)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(huì)，以求個(gè)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(huì)活動(dòng)。民族社會(huì)的發(fā)展背景對(duì)整個(gè)少數(shù)民族教育產(chǎn)生了巨大的影響，特別是對(duì)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(gè)階段來(lái)敘述，包括20世紀(jì)70年代前的金涵畬族鄉(xiāng)幼兒教育、20世紀(jì)70年代到80年代中期的金涵畬族鄉(xiāng)幼兒教育和20世紀(jì)80年代中期至今的金涵畬族鄉(xiāng)幼兒教育。20世紀(jì)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(huì)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(jī)構(gòu)的出現(xiàn)及其成熟將其劃分為兩個(gè)階段。之后對(duì)這三個(gè)階段經(jīng)濟(jì)發(fā)展、文化、人口遷移及區(qū)域幼兒教育機(jī)構(gòu)發(fā)展對(duì)金涵鄉(xiāng)畬族幼兒教育的影響進(jìn)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(duì)現(xiàn)代民族教育的啟示第一，多元社會(huì)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(duì)民族傳統(tǒng)文化的挖掘；第三，適應(yīng)畬民個(gè)體發(fā)展的畬族式浸沒(méi)雙語(yǔ)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(duì)各層次的幼兒教育機(jī)構(gòu)應(yīng)該具備不同的評(píng)價(jià)標(biāo)準(zhǔn)與體系；再次是對(duì)于各層次的公共幼兒教育機(jī)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(jī)構(gòu)。特別提出民族家庭式托幼機(jī)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(guò)程中采取科學(xué)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(dāng)代民族幼兒教育的發(fā)展提供了有益的借鑒。

簡(jiǎn)介：內(nèi)蒙古師范大學(xué)碩士學(xué)位論文人類學(xué)視閾下的城市蒙古族幼兒家長(zhǎng)教育觀念研究姓名高慧申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)前教育學(xué)指導(dǎo)教師蘇德20070605教育的突出特點(diǎn)及蘊(yùn)含的家教觀念。第三部分從兩個(gè)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?、現(xiàn)代化的適應(yīng)。，第四部分是對(duì)城市蒙古族幼兒家長(zhǎng)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(zhǎng)最為關(guān)心的幾個(gè)問(wèn)題為切入點(diǎn)，介紹了城市蒙古族幼兒家長(zhǎng)的困惑和選擇。第五部分是對(duì)城市蒙古族幼兒家長(zhǎng)教育觀念的客位研究。依據(jù)對(duì)內(nèi)蒙古自治區(qū)幾大城市蒙古族幼兒家長(zhǎng)教育觀念的問(wèn)卷調(diào)查及對(duì)調(diào)查結(jié)果的分析，明確了值得保留并發(fā)揚(yáng)的優(yōu)秀傳統(tǒng)家教觀念，總結(jié)了當(dāng)前城市蒙古族幼兒家長(zhǎng)教育觀念的新特點(diǎn)，提出進(jìn)一步促進(jìn)民族傳統(tǒng)文化與現(xiàn)代社會(huì)需求交融、整合的觀點(diǎn)。關(guān)鍵詞人類學(xué)視閾，城市蒙古族幼兒家長(zhǎng)，教育觀念，主客位研究

簡(jiǎn)介：西南大學(xué)碩士學(xué)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(gè)案研究姓名李辰申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)前教育學(xué)指導(dǎo)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(jiǎn)介：分類號(hào)UDC學(xué)位論文密級(jí)編號(hào)南昌蒯陋貊銳辣賺弼眥嘲鷗實(shí)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(dǎo)教師姓名宋曉云副教授江西師范范大學(xué)教育學(xué)院申請(qǐng)學(xué)位級(jí)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(xué)位授予單位和日期江西師范大學(xué)2006年月日答辯委員會(huì)主席高修定評(píng)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(jiǎn)介：上海師范大學(xué)碩士學(xué)位論文提高教師的反思能力促進(jìn)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(qǐng)學(xué)位級(jí)別碩士專業(yè)教育管理指導(dǎo)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