幼儿园预设课程与生成课程的整合研究

发布时间：2018-01-14 12:38

本文关键词：幼儿园预设课程与生成课程的整合研究　出处：《内蒙古师范大学》2010年硕士论文　论文类型：学位论文

【摘要】： 新世纪以来,随着新一轮基础教育课程改革的展开,作为基础教育重要组成部分的幼儿教育也受到人们的广泛关注。在《幼儿园教育指导纲要》(以下简称新《纲要》)的精神指导下,幼儿园课程改革逐层推进,人们对幼儿园生成课程的研究越来越多。尤其是预设课程与生成课程的关系问题引起了学者的关注,学者们普遍认为不是一个需要舍此取彼的问题,而是二者如何整合、统一的问题。但只是简单的将整合的理念抛给教师,很少就为什么整合进行理性的阐释、就如何整合给出具体的操作指导。一线教师凭着自己对整合的理解和总结工作经验来进行的,缺少整合的一些具体路径和实施策略的指导,预设与生成整合的效果不是很好,往往陷入误区。本文试图在文献研究与实践探索的基础上,对幼儿园课程的预设与生成的整合问题从理论和实践两个方面进行了深入的探索。本论文共分为四部分。第一部分是本研究的基础。笔者从问题的提出,研究意义、研究的思路及方法和研究现状综述四个方面入手,概述幼儿园课程预设与生成整合这一研究课题的缘起;详细阐述幼儿园课程预设与生成的整合这一研究课题的理论意义和实践价值,进一步明确本研究的价值和目的,把握研究的思路和方法为本研究的开展指明方向和理清思路,同时对与本研究相关的研究进行归纳和总结,为本研究提供理论和实践上的支持。第二部分是本研究的理论概述。笔者根据幼儿园课程实际情况,结合国内外研究成果,首先对预设课程与生成课程的涵义进行界定,通过二者特点的对比分析,归纳出预设课程与生成课程的优势与不足,在对生成课程与预设课程二者关系分析的基础上,尝试给出预设与生成课程整合的涵义,同时阐述了二者整合的意义,以及二者整合的理论与实践依据。第三部分是论文的主体部分,主要是针对整合实践过程的研究。旨在通过实践探索出可操作策略,为一线教师在实践中的具体操作提供借鉴,确保理论与实践相结合,并使得理念在实践中有效运用。笔者运用观察法、行动研究法和案例分析法等研究方法,先后对内蒙古呼和浩特市两所幼儿园的两个大班开展为期四个月的预设与生成课程整合的实践探索,具体研究了幼儿园预设课程与生成课程整合的阶段、路径与实施策略、基本条件以及整合的原则,并结合实践进行了案例分析。第四部分是研究的特色所在,主要是对研究反思与总结。笔者对幼儿园课程预设与生成的整合的现状进行了较为深刻的反思,总结实践取得的成效,同时也指出在整合过程中存在的问题,并以幼儿园课程理论为基础,结合自身的教育教学实践经验,提出比较有针对性的改进策略。
[Abstract]:Since the new century, with a new round of basic education curriculum reform, early childhood education as an important part of basic education has attracted much attention. In "kindergarten education guidelines" (hereinafter referred to as the new "Outline") under the guidance of the spirit of the kindergarten curriculum reform step by step forward, more and more people to study in the kindergarten generation of course. Especially the relationship between predeterminative curriculum and emergent curriculum has aroused the attention of scholars, scholars generally believe that there is not a need to take those problems, but how to integrate the two, unified. But simply toss the idea of integration to teachers, rarely why the integration of rational explain how to integrate specific instructions. Teachers based on their own understanding of the integration and sum up experience for the lack of specific path integration and implementation strategy The effect of presupposition and generation integration is not very good. It often leads to misunderstanding. Based on literature research and practical exploration, this paper explores the integration of presupposition and generation of kindergarten curriculum from two aspects: Theory and practice.
This paper is divided into four parts.
The first part is the basis of this study. The author of the problem, research significance, research ideas and methods and research review four aspects, summarizes the presupposition and generation of kindergarten curriculum integration the origin of this research; expounds the kindergarten curriculum integration into the presupposition and the subject of theory and practice the value of this study, to further clarify the value and purpose, grasp the research ideas and methods for this research direction and thinking of research related to this study and summarized to provide theoretical and practical support in this study.
The second part is the outline of this research. According to the actual situation of kindergarten curriculum, combined with the domestic and foreign research results, firstly the predeterminative curriculum and emergent curriculum meaning, through the comparison of the two characteristics of the analysis, summed up the predeterminative curriculum and emergent curriculum's advantages and disadvantages, based on the two generation of curriculum and curriculum design the analysis of the relationship between presupposition and generation, try to give the meaning of curriculum integration, and expounds the significance of the integration of the two, and two for the integration of theory and practice basis.
The third part is the main part of the thesis, is mainly based on the integration of practice. Through the practice operation strategy, provide a reference for teachers in the practice of the specific operation, to ensure that the combination of theory and practice, and make effective use of the practice of the theory. The author uses observation research method, action research method and case analysis method, two classes of Inner Mongolia has two kindergartens in Hohhot to carry out the exploration and practice of curriculum integration of presupposition and generation for a period of four months, specific study of the kindergarten curriculum and students into the preset stage of curriculum integration, strategy and implementation path, the basic conditions and principles, combined with the practice of the case analysis.
The fourth part is the study of the characteristics, mainly for the study. The relatively deep reflection on the present situation of kindergarten curriculum integration and the formation of presupposition, summarizing the practice achievements, also pointed out the problems in the integration process, and to the kindergarten curriculum theory, combined with their own teaching experience, put forward a targeted improvement strategies.

【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G612

【引证文献】