基于儿童文化的课程开发

发布时间：2017-12-31 01:39

本文关键词：基于儿童文化的课程开发　出处：《华东师范大学》2004年硕士论文　论文类型：学位论文

【摘要】：回归儿童生活世界的课程研究，旨在改变工具性课程所造成的儿童消极接受社会文化的现实，还给儿童主动地、自主地社会化的权利。本文的研究在回归儿童生活世界的同时，力图走出具体的日常生活形态，寻求儿童生活的文化意义，围绕儿童文化的特点及生长规律展开课程对话，重建基于儿童文化发展的课程价值，构筑“儿童文化课程”这一核心概念，，探讨儿童文化课程开发的模式。儿童文化是儿童作为人的生命意蕴，是儿童理解生活世界并回应环境挑战的活动，是儿童主体人格提升的过程。与成人文化相比，儿童文化品质体现灵性的神韵、儿童文化语言充满浪漫的色彩、儿童文化形式表现为多样的游戏、儿童文化交往展示出本真的境界。基于儿童文化开发的课程称为儿童文化课程。儿童文化课程作为一种儿童文化创生活动，其价值在于唤醒、滋养与冲突。儿童文化课程开发是在探索儿童文化与文化对象间的理解策略，主要包括文化分析、文化交流与文化认同三个环节。文化分析是教师对儿童文化的研究与把握，引导学生自主选择学习领域。儿童在与教师共同的文化分析活动中反思自身的经验、意识和行为，激发对文化生长的期待，选择被欣赏的文化对象进行接触和学习，以引领自身文化的发展。文化交流是儿童文化课程开发的主要活动。儿童作为文化交流的主体，他充分调动自身的文化经验去探寻文化对象的生长意义，他在自身体验与客观文化信息之间建立联系，试图将文化对象所呈现的生命表现和改造周围环境的功能价值融入自身的文化结构，发展自己、壮大自己。教师既是儿童文化交流的对象，又是文化交流主体。一方面，他要改造文化对象，使之以儿童容易感知的形式呈现，并以自身的文化视角去寻求文化意义，为儿童的理解提供一种参照。另一方面，他要进一步研究儿童文化，与儿童进行深入的文化交流。通过这样的互动过程，儿童自身文化与文化对象实现了“视野融合”。这意味着儿童对文化对象实现了意义的建构，也就是文化认同。文化认同活动具体表现为两个层面，一个层面是儿童文化对文化对象意义的认可，并纳入自身的文化结构，形成个体文化意义；另一个层面是儿童从他人的态度中寻求自我理解和建构活动的肯定，强化自我文化建构意识，推动新的文化结构的产生。前一种文化认同为“主我”的认同，后一种认同为“客我”的认同。我国基础教育新课程向儿童生活世界的回归，需要建立一种新的课程开发模式以满足实践诉求。儿童文化课程的研究正是回应了基础教育课程改革的呼唤，满足了新课程的实践需要。它为学校有效实施国家课程提供了一种文化视角，为校本课程开发提供了一种范式，同时也为学校课程文化的形成指明了方向。
[Abstract]:The curriculum research of returning children to the world of life aims to change the negative social and cultural reality caused by the instrumental curriculum and to return the children to the initiative. The right to socialize autonomously. While returning to the world of children's life, this paper tries to get out of the specific daily life form and seek the cultural significance of children's life. Based on the characteristics and growth rules of children's culture, the curriculum dialogue is carried out, the curriculum value based on the development of children's culture is rebuilt, the core concept of "children's cultural curriculum" is constructed, and the model of children's cultural curriculum development is discussed. Children's culture is the meaning of children's life as human beings, the activities of children's understanding of the life world and responding to the environmental challenges, and the process of children's subjective personality improvement. Children's cultural quality embodies spiritual charm, children's cultural language is full of romantic color, and children's cultural forms are diverse games. The curriculum based on the development of children's culture is called the curriculum of children's culture. As an activity of creating children's culture, the value of the curriculum of children's culture is to awaken, nourish and conflict. The development of children's culture curriculum is to explore the understanding strategy between children's culture and cultural objects, mainly including cultural analysis. Cultural analysis is the teacher's research and grasp of children's culture, leading students to choose their own learning field. Children reflect on their own experience in the common cultural analysis activities with teachers. Consciousness and behavior, stimulate the expectation of the growth of culture, choose the cultural objects to be appreciated for contact and learning. In order to lead the development of their own culture. Cultural exchange is the main activity of children's cultural curriculum development. As the main body of cultural exchange, children fully mobilize their own cultural experience to explore the growing significance of cultural objects. He established a relationship between his own experience and objective cultural information, trying to integrate the life performance of cultural objects and the functional value of transforming the surrounding environment into his own cultural structure and develop himself. The teacher is not only the object of children's cultural exchange, but also the subject of cultural exchange. On the one hand, he should transform the cultural object so that it can be presented in the form that children can easily perceive. On the other hand, he should further study the children's culture, and carry on the deep cultural exchange with the children. Through such an interactive process, it is necessary to seek the cultural significance of the children from the perspective of their own culture, and provide a reference for the understanding of the children. Children's own culture and cultural objects realize "visual integration", which means that children realize the construction of meaning of cultural objects, that is, cultural identity. Cultural identity activities are manifested in two levels. One level is the recognition of children's culture to the meaning of cultural objects, and the integration of their own cultural structure to form individual cultural significance. Another level is that children seek the affirmation of self-understanding and constructive activities from the attitude of others, strengthen the consciousness of self-cultural construction, and promote the emergence of new cultural structure. The former kind of cultural identity is the identity of "master and self". The latter kind of identity is the identity of "guest I". The return of the New Curriculum of basic Education to the Life World of Children in China. It is necessary to establish a new curriculum development model to meet the demands of practice. The research of children's culture curriculum is responding to the call of curriculum reform in basic education. It provides a cultural perspective for the effective implementation of the national curriculum, a paradigm for the development of the school-based curriculum and a direction for the formation of the school curriculum culture.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2004
【分类号】：G612

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