發(fā)布時(shí)間：2018-01-30 06:37

  本文關(guān)鍵詞： 課程管理 個(gè)體知識(shí) 公共知識(shí) 跨文化　出處：《內(nèi)蒙古師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：課程管理是學(xué)校管理的一個(gè)重要部分，并且直接規(guī)定了教學(xué)活動(dòng)。面對(duì)內(nèi)蒙古自治區(qū)特有的蒙古族與漢族的跨文化現(xiàn)象，應(yīng)當(dāng)站在民族差異性的角度對(duì)小學(xué)課程管理中的個(gè)體知識(shí)進(jìn)行研究。 本文在明確了課程管理基本理論的基礎(chǔ)上，主要運(yùn)用了文獻(xiàn)研究法、個(gè)案研究法、比較分析法和訪談法等多種方法，對(duì)當(dāng)前內(nèi)蒙古自治區(qū)漢族小學(xué)與蒙古族小學(xué)中的校長、教導(dǎo)主任等學(xué)校主要領(lǐng)導(dǎo)人員和班主任等班級(jí)管理人員在學(xué)校課程管理中所使用的個(gè)體知識(shí)進(jìn)行了比較與分析，從而找到當(dāng)前蒙古族與漢族小學(xué)在課程管理方面的問題所在，為內(nèi)蒙古自治區(qū)的大部分學(xué)校就如何更有效的實(shí)行課程管理提供理論對(duì)策、解決課程管理實(shí)踐的問題提供建議。 全文共分為六個(gè)部分： 第一部分是引言，其中包括問題的提出、國內(nèi)外研究概況，簡單的分析了選題的原因，在內(nèi)蒙古自治區(qū)由于民漢小學(xué)課程管理者在個(gè)體知識(shí)上的不同，導(dǎo)致民漢小學(xué)在課程管理制度上也有所不同。研究的意義與目的闡述了課程管理者的個(gè)體知識(shí)，它可以豐富我區(qū)相對(duì)薄弱的課程管理知識(shí)體系，同時(shí)也有利于提高我區(qū)民漢小學(xué)課程管理者的管理水平。 第二部分澄清了民漢小學(xué)課程管理知識(shí)的基本理論。因?yàn)楸疚纳婕暗降倪@些概念放在不同的情境下會(huì)有不同的意義，所以，有必要對(duì)“個(gè)體知識(shí)”、“公共知識(shí)”和“課程管理”進(jìn)行明確的解釋。 第三部分和第四部分是本文的核心部分，分別對(duì)蒙古族小學(xué)和漢族小學(xué)課程管理知識(shí)的現(xiàn)狀進(jìn)行調(diào)查，筆者主要運(yùn)用訪談法、個(gè)案研究法和比較分析法來對(duì)三所特點(diǎn)鮮明的小校進(jìn)行實(shí)地調(diào)查與研究，分別通過對(duì)“小學(xué)課程管理公共知識(shí)的現(xiàn)狀”、“小學(xué)課程管理個(gè)體知識(shí)現(xiàn)狀”和“小學(xué)課程管理的公共知識(shí)與個(gè)體知識(shí)現(xiàn)狀比較及反思”這三個(gè)部分的分析對(duì)比，來掌握我區(qū)民漢小學(xué)課程管理知識(shí)的調(diào)查現(xiàn)狀。 第五部分是在對(duì)第三、第四部分的調(diào)查研究的基礎(chǔ)上，通過對(duì)蒙古族族小學(xué)與漢族小學(xué)的課程管理者的課程管理知識(shí)的現(xiàn)狀的掌握，對(duì)我區(qū)民漢小學(xué)課程管理知識(shí)的現(xiàn)狀進(jìn)行進(jìn)一步的比較與分析。 第六部分是民漢小學(xué)課程管理知識(shí)的反思與展望。在內(nèi)蒙古地區(qū)特有的民漢跨文化現(xiàn)象中，，民漢小學(xué)領(lǐng)導(dǎo)們有必要大力開發(fā)自己的個(gè)體知識(shí)。這就要求他們著重在課程的執(zhí)行、校本課程的開發(fā)與實(shí)施、評(píng)價(jià)方式等方面加大力度。正確處理公共管理理論知識(shí)與個(gè)體實(shí)踐知識(shí)的關(guān)系的探索與實(shí)踐，解決的最佳辦法是采用公共管理理論知識(shí)與個(gè)體實(shí)踐知識(shí)的一體化。不能只強(qiáng)調(diào)個(gè)體管理實(shí)踐知識(shí)而忘掉公共管理理論知識(shí)，又不能只強(qiáng)調(diào)公共理論知識(shí)而忽視個(gè)體實(shí)踐知識(shí)。所以，我們既要重視個(gè)體實(shí)踐知識(shí)，又要重視管理理論知識(shí)，應(yīng)通過特定的載體（項(xiàng)目、任務(wù)、學(xué)習(xí)情境）有機(jī)地融合在一起，通過項(xiàng)目驅(qū)動(dòng)、任務(wù)引領(lǐng)、做中學(xué)、行動(dòng)導(dǎo)向等手段來學(xué)習(xí)課程管理知識(shí)。
[Abstract]:Curriculum management is an important part of school management, and directly regulates teaching activities. Facing the cross-cultural phenomenon of the Mongolian and Han nationality in the Inner Mongolia Autonomous Region, we should study individual knowledge in primary school curriculum management from the perspective of ethnic differences.
This paper makes clear the basic theory of curriculum management, mainly uses the literature research method, case study method, comparative analysis and interviews, the current primary school in the Inner Mongolia Autonomous Region Han and Mongolian primary school principals in the use of individual knowledge, Dean of school leaders and teachers as the main class management personnel in the school curriculum management were compared and analyzed, in order to find the primary school Mongolian and Han nationality in the course of management, as most of the Inner Mongolia Autonomous Region school on how to more effectively implement the curriculum management to provide theoretical countermeasures, provide suggestions to solve the problems of curriculum management practice.
The full text is divided into six parts:
The first part is the introduction, including the problem, research status at home and abroad, a simple analysis of the reasons for the choice, because people in the Inner Mongolia Autonomous Region Han primary school curriculum management in individual knowledge is different, leading to the people in the primary school Chinese curriculum management system is also different. The purpose and meaning of research illustrates the individual knowledge management curriculum who, it can enrich my area relatively weak curriculum management system of knowledge, but also conducive to improve my Chinese residents primary school curriculum management level.
The second part clarifies the basic theory of curriculum management knowledge in ethnic Han primary schools. Because these concepts are different in different contexts, so it is necessary to have a clear explanation of "individual knowledge", "public knowledge" and "curriculum management".
The third part and the fourth part is the core part of this paper, were investigated situation of Mongolian and Han primary school primary school curriculum management knowledge, the author mainly uses interview method, case study method and comparative analysis method to the small school of three distinct characteristics of the field investigation and research, through to the "status quo" primary school curriculum the management of public knowledge, "the comparative analysis of the three present situation of curriculum management of individual knowledge and" primary school primary school curriculum management of public knowledge and individual knowledge status comparison and reflection "part of the survey to grasp the present situation of knowledge management in our region of the Han Primary school curriculum.
The fifth part is on the basis of investigation on the third, on the fourth part, through analyzing the current situation of curriculum knowledge management curriculum management of the Mongolian nationality and the Han nationality of the primary school primary school of the master, compared with the further analysis of the status of knowledge management in our region of the Han primary school curriculum.
The sixth part is the reflection and Prospect of the primary school curriculum management knowledge. In the Inner Mongolia area unique ethnic Chinese cross cultural, ethnic primary school leaders need to develop their own individual knowledge. They focus on the implementation of curriculum, school-based curriculum development and implementation, strengthen evaluation way etc. exploration and practice of the correct treatment. Public management theoretical knowledge and practical knowledge of the relationship between the individual and the best solution is to use the public management theory and practice of individual knowledge integration. Not only emphasizes the practical knowledge of individual management and forget the public management theory of knowledge, and not only emphasize the theory of public knowledge and ignore the individual practical knowledge. So, we should pay attention to personal practical knowledge, but also attach importance to knowledge management theory, through a specific carrier (project, task, learning situation) organically together To learn curriculum management knowledge through project driven, task guidance, secondary school and action orientation.

【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G752.3

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