Issue 5
Sep.  2023
Turn off MathJax
Article Contents
Article Navigation >  Journal of Modern Education  > 2023  >  (5): 34-50
PENG Qian, LIANG Yulan, ZHANG Limin. Research on Kindergarten Teachers' Chinese Traditional Cultural Literacy and Traditional Cultural Curriculum Development Ability: the Mediated Role of Curriculum Participation[J]. Journal of Modern Education, 2023, (5): 34-50.
Citation: PENG Qian, LIANG Yulan, ZHANG Limin. Research on Kindergarten Teachers' Chinese Traditional Cultural Literacy and Traditional Cultural Curriculum Development Ability: the Mediated Role of Curriculum Participation[J]. Journal of Modern Education, 2023, (5): 34-50.
shu

Research on Kindergarten Teachers' Chinese Traditional Cultural Literacy and Traditional Cultural Curriculum Development Ability: the Mediated Role of Curriculum Participation

  • 1.

    School of Education, South China Normal University, GuangZhou 510631, China

  • 2.

    School of Education, Guangzhou University, GuangZhou 510006, China

  • Received Date: 2023-07-18
    Available Online: 2023-11-06
  • Publish Date: 2023-09-25
    Abstract
  • Strengthening the construction of Chinese excellent traditional culture curriculum in kindergartens is the only way to lay the foundation of young children's cultural confidence in kindergarten education. How to improve the quality of kindergarten traditional culture curriculum development? As the agency of kindergarten-based curriculum development, kindergarten teachers' ability of curriculum development is very important. Some studies have emphasized that the traditional cultural literacy and curriculum participation of primary and secondary school teachers affect their curriculum development ability, but the relationship and the influence path of the three have not been clarified. In this study, 5, 114 kindergarten teachers in Guangdong province were surveyed by the snowball sampling. The results showed that kindergarten teachers' traditional cultural accomplishment, traditional culture curriculum participation and the ability of traditional cultural curriculum development were of medium level, and increase with age, teaching age, teaching years, educational level, title, position and kindergarten's level. Teachers working in city and public kindergarten scored higher than those working in village and private kindergarten. The traditional cultural literacy and curriculum participation of kindergarten teachers can significantly predict their cultural curriculum development ability, with curriculum participation playing a mediated role between traditional cultural literacy and traditional cultural curriculum development ability. In view of the research results, the following suggestions are put forward: to empower teachers to deeply involve in curriculum development through cooperative and reflective teaching practice, it is necessary to give full play to the role of professional learning community to promote teachers' professional learning based on traditional culture curriculum.

     

    • FullText(HTML)
  • loading
    • References(83)
  • [1]
    彭茜, 杨宁. 论文化认同启蒙取向的幼儿园中华文化课程开发[J]. 当代教育与文化, 2020(5): 58-65. https://www.cnki.com.cn/Article/CJFDTOTAL-GSJG202005009.htm
    [2]
    彭茜. 论国家认同的"情感转向"及其教育意蕴[J]. 西北师大学报(社会科学版), 2022(1): 69-79. https://www.cnki.com.cn/Article/CJFDTOTAL-XBSD202201009.htm
    [3]
    周燕. 传统文化、学前教育与教师使命[J]. 学前教育研究, 2021(9): 5-9. https://www.cnki.com.cn/Article/CJFDTOTAL-XQJY202109004.htm
    [4]
    陈向荣. 基于中华优秀传统文化的幼儿园课程建构[J]. 学前教育研究, 2021(6): 89-92. https://www.cnki.com.cn/Article/CJFDTOTAL-XQJY202106012.htm
    [5]
    李辉, 张旭娜. 中原民间故事融入幼儿园课程的行动与研究[J]. 南阳师范学院学报, 2022(3): 51-55. https://www.cnki.com.cn/Article/CJFDTOTAL-NYSF202203009.htm
    [6]
    袁友帮. 幼儿园教师民俗文化课程开发与实施的现状研究[D]. 上海师范大学, 2019.
    [7]
    黄爽, 王岚, 刘璐. 中华优秀传统文化融入幼儿园课程的实践及反思[J]. 基础教育课程, 2019(24): 26-31. https://www.cnki.com.cn/Article/CJFDTOTAL-JCJK201924007.htm
    [8]
    杜传坤. 儿童文学的化育: 幼儿园传统文化教育的路径探索[J]. 学前教育研究, 2021(9): 10-13. https://www.cnki.com.cn/Article/CJFDTOTAL-XQJY202109005.htm
    [9]
    教育部教师工作司关于印发《教师培训者团队研修指南》等11个文件的通知[EB/OL]. (2020-03-20)[2023-06-08]. http://www.moe.gov.cn/s78/A10/tongzhi/202003/t20200330_436306.html.
    [10]
    KE L, FRIEDRICHSEN P, RAWSON R, et al. Teacher learning through collaborative curriculum design in the midst of a pandemic: a cultural historical activity theory investigation[J/OL]. Teaching and teacher education, 2023, 122, 103957[2022-12-16]. https://doi.org/10.1016/j.tate.2022.103957.
    [11]
    罗厚辉. 校本课程开发团队与教师学习: 香港的一个案例研究[J]. 全球教育展望, 2009(12): 17-23. https://www.cnki.com.cn/Article/CJFDTOTAL-WGJN200912005.htm
    [12]
    魏青云, 张立新. 课程能力: 教师参与课程发展中的一个迫切问题[J]. 教育理论与实践, 2005(22): 19-21. https://www.cnki.com.cn/Article/CJFDTOTAL-JYLL200522007.htm
    [13]
    胡天国. 转化性学习视域下高校教师传统文化素养提升[J]. 江西社会科学, 2021(8): 246-253. https://www.cnki.com.cn/Article/CJFDTOTAL-JXSH202108026.htm
    [14]
    董平. 中国传统文化与现代化[M]. 北京: 中国政法大学出版社, 2000: 65.
    [15]
    王娟. 幼儿教师传统文化素养园本培养的路径探析——以成都市第十四幼儿园为例[J]. 求知导刊, 2021(33): 95-96. https://www.cnki.com.cn/Article/CJFDTOTAL-QZDK202133048.htm
    [16]
    高宏钰, 霍力岩, 龙正渝. 幼儿园教师传统文化素养的结构与培养[J]. 学前教育, 2022(7): 14-17. https://www.cnki.com.cn/Article/CJFDTOTAL-XQYJ202207003.htm
    [17]
    夏征农. 辞海: 普及本. 音序[M]. 上海: 上海辞书出版社, 2002: 3462.
    [18]
    曾婕. 台北市公立幼儿园文化课程初探——以端午节为例[D]. 国立台湾师范大学, 2016.
    [19]
    高宏钰, 霍力岩, 谷虹. 幼儿园教育传承传统文化的内容与方式——基于政策文本的研究[J]. 基础教育课程, 2019(19): 33-40. https://www.cnki.com.cn/Article/CJFDTOTAL-JCJK201919007.htm
    [20]
    敖然. 蒙古族传统文化在幼儿园课程资源中的开发与利用研究[D]. 华中师范大学, 2020.
    [21]
    肖正德, 井小溪. 农村优秀传统文化难以融入教学: 农村教师的尴尬境遇[J]. 当代教育与文化, 2015(2): 80-85. https://www.cnki.com.cn/Article/CJFDTOTAL-GSJG201502016.htm
    [22]
    宋志娇. 高职教师校本课程开发能力构建研究[D]. 天津大学, 2009.
    [23]
    李子健, 杨晓萍, 殷洁. 幼儿园园本课程开发的理论与实践[M]. 北京: 人民教育出版社, 2009: 251-252.
    [24]
    罗琴. 中学教师校本课程开发能力的教龄差异研究[D]. 湖南师范大学, 2013.
    [25]
    冯小玲. 普通高中教师校本课程开发能力提升研究[D]. 广州大学, 2020.
    [26]
    周海涛. 教师课程能力发展的困境、探因与突围[J]. 教育理论与实践, 2018(28): 48-51. https://www.cnki.com.cn/Article/CJFDTOTAL-JYLL201828011.htm
    [27]
    王斌华. 校本课程论[M]. 上海: 上海教育出版社, 2000: 21-23.
    [28]
    袁丽英. 教师课程开发能力培养: 知行思交融原理与应用[J]. 中国职业技术教育, 2010(8): 35-37+73. https://www.cnki.com.cn/Article/CJFDTOTAL-ZONE201008012.htm
    [29]
    张斌. "江韵文化"童趣体验课程的建构与实施[J]. 学前教育研究, 2019(7): 93-96. https://www.cnki.com.cn/Article/CJFDTOTAL-XQJY201907012.htm
    [30]
    任友群. 日本教师的课程开发能力[J]. 外国教育资料, 2000(5): 49-53. https://www.cnki.com.cn/Article/CJFDTOTAL-WGJN200005011.htm
    [31]
    杨伟鹏, 何红漫, 刘隼, 范莉, 王微丽. 幼儿园课程开发与教师专业发展一体化[J]. 幼儿教育, 2015(12): 32-34+44. https://www.cnki.com.cn/Article/CJFDTOTAL-YEJY201512007.htm
    [32]
    崔允漷, 杜萍. 校本课程开发: 辩护与批判[J]. 教育发展研究, 1999(11): 32-36. https://www.cnki.com.cn/Article/CJFDTOTAL-SHGJ199911006.htm
    [33]
    陈清淑, 王雨晴, 何京玉. 基于传统戏曲文化的幼儿园园本课程建设[J]. 学前教育研究, 2023(4): 87-90. https://www.cnki.com.cn/Article/CJFDTOTAL-XQJY202304010.htm
    [34]
    雷经国. 民族地区农村幼儿教师课程开发存在的困窘与解蔽[J]. 阿坝师范高等专科学校学报, 2015(3): 101-104. https://www.cnki.com.cn/Article/CJFDTOTAL-ABSF201503023.htm
    [35]
    潘莹莹. 教师校本课程开发能力的培养研究[J]. 新课程研究(中旬刊), 2014(7): 37-38. https://www.cnki.com.cn/Article/CJFDTOTAL-XKCT201407021.htm
    [36]
    钟启泉, 崔允漷, 张华, 等. 基础教育课程改革纲要(试行)解读[M]. 上海: 华东师范大学出版社, 2001: 419.
    [37]
    郑三元, 姜勇. 论幼儿教师的课程参与——兼议园本课程的开发[J]. 学前教育研究, 2002(4): 16-18. https://www.cnki.com.cn/Article/CJFDTOTAL-XQJY200204005.htm
    [38]
    杨明全. 论教师参与课程变革[D]. 华东师范大学, 2003.
    [39]
    孟宪乐. 教师课程参与: 理念与策略[J]. 教育科学研究, 2003(4): 24. https://www.cnki.com.cn/Article/CJFDTOTAL-JYKY200304006.htm
    [40]
    李臣之, 帅飞飞. 深圳市中小学教师参与校本课程开发行为意向的调查研究[J]. 课程·教材·教法, 2010(4): 9-15. https://www.cnki.com.cn/Article/CJFDTOTAL-KJJF201004006.htm
    [41]
    王廷山. 关于教师参与课程设计几个问题的思考[J]. 教育探索, 2007(2): 76-77. https://www.cnki.com.cn/Article/CJFDTOTAL-SEEK200702041.htm
    [42]
    周正, 温恒福. 教师参与课程发展: 调查与反思[J]. 课程·教材·教法, 2009(8): 73-78. https://www.cnki.com.cn/Article/CJFDTOTAL-LDLT202309024.htm
    [43]
    HONG H J. Possibilities and limitation of teacher participation in curriculum development[D]. The Uuniversity of Wisconsin Addison, 1996.
    [44]
    黎平辉. 贵州农村幼儿教师对民族传统文化资源的利用[J]. 教育评论, 2014(11): 135-137. https://www.cnki.com.cn/Article/CJFDTOTAL-JYPL201411046.htm
    [45]
    王牧华, 全晓洁. 论教师促进学校课程改革内源发展的机制与策略[J]. 课程·教材·教法, 2015(7): 29-36. https://www.cnki.com.cn/Article/CJFDTOTAL-KJJF201507007.htm
    [46]
    朱文慧. 从课程的本质看我国教师参与课程开发[J]. 现代教育科学, 2013(12): 7-8. https://www.cnki.com.cn/Article/CJFDTOTAL-JLJK201312004.htm
    [47]
    胡迪雅, 李玲岩, 李雅悠. 民族地区校本课程开发对教师实践共同体的建构作用: 基于丽江三所学校的个案研究[J]. 民族教育研究, 2022(2): 60-69. https://www.cnki.com.cn/Article/CJFDTOTAL-MZJY202202007.htm
    [48]
    何真. 闽南民俗文化与幼儿园教育融合的实践研究[J]. 亚太教育, 2023(5): 139-141. https://www.cnki.com.cn/Article/CJFDTOTAL-YATA202305042.htm
    [49]
    王文廷. 幼儿园民间游戏园本课程开发的个案研究[D]. 曲阜师范大学, 2022.
    [50]
    李妍红. 从施瓦布的实践课程开发到校本课程开发——教师参与课程开发权利的赋予及其产生的隐忧[J]. 中国农业教育, 2009(5): 57-58+50. https://www.cnki.com.cn/Article/CJFDTOTAL-NYJZ200905022.htm
    [51]
    张文军, 郭宏群. 新课程背景下教师参与课程开发的方式研究[J]. 全球教育展望, 2005(12): 37-41. https://www.cnki.com.cn/Article/CJFDTOTAL-WGJN200512009.htm
    [52]
    徐莉炜, 张德良. 大学教师专业发展中的课程参与研究[J]. 北华大学学报(社会科学版), 2017(3): 154-157. https://www.cnki.com.cn/Article/CJFDTOTAL-BHDX201703027.htm
    [53]
    傅建明. 教师与校本课程开发[J]. 教育研究, 2001(7): 56-60. https://www.cnki.com.cn/Article/CJFDTOTAL-JYKY200409010.htm
    [54]
    PODSAKOFF P M, MACKENZIE S B, LEE J Y, et al. Common method biases in behavioral research: a critical review of the literature and recommended remedies[J]. Journal of applied psychology, 2003(5): 879-903.
    [55]
    顾青, 吴魏. 中小学传统文化教育的问题与思考[J]. 语文建设, 2015(2): 4-5. https://www.cnki.com.cn/Article/CJFDTOTAL-YWJS201502004.htm
    [56]
    孟繁胜, 曲正伟, 王芳. 不同阶段中小学教师发展需求比较分析[J]. 东北师大学报(哲学社会科学版), 2017(3): 151-156. https://www.cnki.com.cn/Article/CJFDTOTAL-DBSS201703031.htm
    [57]
    广东省教育厅. 广东省幼儿园等级评估管理办法(试行)[EB/OL]. (2020-03-24)[2023-06-01]. http://www.gd.gov.cn/zwgk/wjk/zcfgk/content/post_2939578.html.
    [58]
    温忠麟, 方杰, 谢晋艳等. 国内中介效应的方法学研究[J]. 心理科学进展, 2022(8): 1692-1702. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXD202208003.htm
    [59]
    张家雯. 专业发展视域下教师传统文化素养缺失问题研究[J]. 井冈山大学学报(社会科版), 2022, 43(1): 78-84. https://www.cnki.com.cn/Article/CJFDTOTAL-JIAS202201010.htm
    [60]
    爱德华·伯纳特·泰勒. 原始文化[M]. 连树声, 译. 上海: 上海文艺出版社, 1992: 1.
    [61]
    徐复观. 中国人的生命精神[M]. 上海: 华东师范大学出版社, 2004: 154-155.
    [62]
    ENRIGHT E A, TOLEDO W, DRUM S, et al. Collaborative elementary civics curriculum development to support teacher learning to enact culturally sustaining practices[J]. The journal of social studies research, 2022(1): 69-83.
    [63]
    虞永平. 幼儿园课程发展与教师成长[J]. 学前教育研究, 2007(12): 41-44. https://www.cnki.com.cn/Article/CJFDTOTAL-XQJY200712016.htm
    [64]
    KORTHAGEN F. Inconvenient truths about teacher learning: towards professional development 3.0[J]. Teachers and teaching: theory and practice, 2017(4): 387-405.
    [65]
    "全国中小学教师专业发展状况调查"项目组. 中国中小学教师专业发展状况调查与政策分析报告[J]. 教育研究, 2011(3): 3-12. https://www.cnki.com.cn/Article/CJFDTOTAL-JYYJ201103002.htm
    [66]
    REYNDERS L, VERMEULEN M, KESSELS J, et al. Stimulating teachers' continuous professional development in the Netherlands[J]. Malta review of educational research, 2015(1): 115-136.
    [67]
    龙素萍. 幼儿园壮族传统文化课程资源开发的调查研究[D]. 西南大学, 2020.
    [68]
    李子霖. 幼儿园教师课程能力现状及提升策略研究[J]. 教育观察, 2022(15): 67-70. https://www.cnki.com.cn/Article/CJFDTOTAL-JYGN202215018.htm
    [69]
    HUIJBOOM F, VAN M P, RUSMAN E, et al. Professional learning communities (PLCs) as learning environments for teachers: an in-depth examination of the development of seven PLCs and influencing factors[J]. Learning, culture and social interaction, 2021(31): 1-14.
    [70]
    蔡迎旗, 孟会君. 基于扎根理论的幼儿教师学习共同体影响因素研究[J]. 教育研究与实验, 2019(2): 46-52. https://www.cnki.com.cn/Article/CJFDTOTAL-YJSY201902008.htm
    [71]
    HARGREAVES A. Teaching in the knowledge society: education in the age of insecurity[M]. New York: Teachers College Press, 1995: 1-27.
    [72]
    DARLING-HAMMOND L, WEI R C, ANDREE A, et al. Professional learning in the learning profession: a status report on teacher development in the U.S. & abroad (Technical report)[R]. Oxford, OH: Learning Forward; Stanford, CA: Stanford Center for Opportunity Policy in Education, 2009.
    [73]
    DARLING-HAMMOND L, HYLER M E, GARDNER M. Effective teacher professional development[R/OL]. (2017-06-05)[2023-06-01]. Palo Alto, CA: Learning Policy Institute. 2017.4. https://doi.org/10.54300/122.311.
    [74]
    POLLY D, WANG C, LAMBERT, et al. Supporting kindergarten teachers' mathematics instruction and student achievement through a curriculum-based professional development program[J]. Early childhood education journal, 2017(1): 121-131.
    [75]
    POLLY D, MARTIN C S, MCGEE J R, et al. Designing curriculum-based mathematics professional development for kindergarten teachers[J]. Early childhood education journal, 2017(5): 659-669.
    [76]
    郑楚楚, 姜勇. 幼儿园教师赋权增能发展现状与影响因素[J]. 学前教育研究, 2019(1): 62-73. https://www.cnki.com.cn/Article/CJFDTOTAL-XQJY201901008.htm
    [77]
    JANTZI D, LEITHWOOD K. Toward an explanation of variation in teachers' perceptions of transformational school leadership[J]. Educational administration quarterly, 1996(4): 512-538.
    [78]
    操太圣, 卢乃桂. 教师赋权增能: 内涵、意义与策略[J]. 课程·教材·教法, 2006(10): 78-81. https://www.cnki.com.cn/Article/CJFDTOTAL-GHXZ202310021.htm
    [79]
    PRESTRIDGE S. ICT professional development for teachers in online forums: analysing the role of discussion[J]. Teaching and teacher education, 2010(2): 252-258.
    [80]
    DE GROOT-REUVEKAMP M, ROS A, VAN BOXTEL C. A successful professional development program in history: what matters?[J]. Teaching and teacher education, 2018(75): 290-301.
    [81]
    郑晓萍. 香港幼儿园教师校本课程开发能力提升研究[D]. 华中师范大学, 2019.
    [82]
    毛齐明, 蔡宏武. 教师学习机制的社会建构主义诠释[J]. 华东师范大学学报(教育科学版), 2012(2): 19-25. https://www.cnki.com.cn/Article/CJFDTOTAL-HDXK201202004.htm
    [83]
    安倩, 赵志纯. 中华优秀传统文化融入幼儿园园本课程的实践与反思——以岭南民间游戏课程为例[J]. 成都师范学院学报, 2022(12): 95-101. https://www.cnki.com.cn/Article/CJFDTOTAL-SJXB202212013.htm
    • Relative Articles
    • Supplements(0)
    • Cited By
  • 加载中

Catalog

    通讯作者: 陈斌, bchen63@163.com
    • 1. 

      沈阳化工大学材料科学与工程学院 沈阳 110142

    1. 本站搜索
    2. 百度学术搜索
    3. 万方数据库搜索
    4. CNKI搜索

    Figures(1)  / Tables(7)

    Get Citation
    PDF
    XML

    Article Metrics

    Article views (535) PDF downloads(130) Cited by()
    Proportional views
    Related

    Copyright © 《The Journal of Modern Education》Editorial Office粤ICP备05008875号

    Address：Room 205, School of Education Science, South China Normal University, 55 West Zhongshan Avenue, Tianhe District, Guangdong City, Guangdong Province, ChinaTel：020-85213198

    Email：xdjylcbjbu@m.scnu.edu.cnMonitor and Complain Mailbox：xdjylcjdyts@m.scnu.edu.cn

    Supported by: Beijing Renhe Information Technology Co. Ltd  

    /

    DownLoad:  Full-Size Img  PowerPoint
    Return
    Return