学前教育课程价值取向之“应然”与“实然”失谐分析和运演机制

发布时间：2018-03-30 05:14

本文选题：学前教育课程　切入点：价值取向　出处：《四川职业技术学院学报》2016年02期

【摘要】：课程价值取向是课程运作的灵魂和方向。学前教育课程价值取向对课程研制活动具有调控、规约、引导和评价作用。目前学前教育课程价值取向严重失谐,呈现课程目标取向重视"教学性目标",摒弃"表现性目标";课程内容取向传授"系统知识",泛化"学习经验";课程实施执行"忠实取向",忽视"创生取向";课程评价取向坚持"目标本位",祛除"目标游离"的现状。主要是由国外先进课程理念涌入;本土创生多元课程的思想;面对多样,价值取向受到冲击等原因引起的。应从树立正确课程理念、优化课程目标的"主-客"关系、完善课程实施的方式、均衡课程内容、综合课程评价的质量来建构学前教育课程价值取向的"应然"与"实然"运演机制。
[Abstract]:Curriculum value orientation is the soul and direction of curriculum operation.The value orientation of preschool education curriculum can regulate, regulate, guide and evaluate curriculum development activities.At present, the value orientation of pre-school education curriculum is seriously misaligned.The orientation of curriculum objectives emphasizes on "teaching objectives" and abandons "expressive objectives"; curriculum content orientation imparts "systematic knowledge" and generalizes "learning experience"; curriculum implementation implements "faithful orientation" and neglects "creative orientation";The evaluation orientation adheres to the "goal-oriented" and dispel the present situation of "goal-free".It is mainly caused by the influx of advanced curriculum ideas from abroad, the thought of multi-curriculum created locally, and the impact on value orientation in the face of diversity.We should set up the correct curriculum idea, optimize the "main-object" relation of the course goal, perfect the way of curriculum implementation, and balance the course content.Combining the quality of curriculum evaluation to construct the "ought" and "real" operation mechanism of the value orientation of preschool education curriculum.
【作者单位】：西南大学教育学部;
【分类号】：G612

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