面向幼儿生活世界的教学研究

发布时间：2018-04-23 04:19

本文选题：生活世界 + 幼儿生活世界　；参考：《上海师范大学》2006年硕士论文

【摘要】：幼儿的教育总是与幼儿的生活并行的。在教育史上，中西方许多学者都曾经对幼儿生活教育理论做出过阐述。20世纪初，当胡塞儿提出“生活世界”概念后，国内外幼儿教育研究者更加关注怎样从生活中挖掘幼儿教育资源，引导幼儿了解生活、感受生活、丰富生活、创造生活，进而启迪其智慧、发展其能力、培养其个性、陶冶其情操，使面向幼儿生活世界进行教学成为当前幼儿教育研究中一个重大的理论和实践问题。本论文的主要内容分为三部分：第一部分，我国幼儿教学的现状审视。通过实地观察与文献分析，，本部分对我国幼儿教学的现状进行了审视，认为当前幼儿教学的误区主要表现在：教学目标片面，教学内容狭隘，教学手段与方法保守，教学评价静态。幼儿教学中的这些行为违背了培养“完整的儿童”的幼儿教育的目标，违背了因材施教的原则，违背了幼儿的学习过程也是幼儿的成长过程的规律，不利于幼儿对学习内容的全面、有效掌握。在反思的基础上，本文得出了当前幼儿教学与幼儿生活世界相隔离的结论，具体体现在与幼儿天性隔离，与幼儿的兴趣、爱好和经验隔离，与自然、社会隔离等。第二部分，面向幼儿生活世界教学的理论追寻。作者首先阐述了生活世界的内涵和特征、幼儿生活世界的内涵和特征，然后从教育学、心理学、课程论的角度分析了面向幼儿生活世界教学的理论依据，认为幼儿教学应关注幼儿的生长历程，尊重幼儿的生命，焕发幼儿生命活力，引导幼儿“学会共同生活”。第三部分，面向幼儿生活世界教学的实践探索。在此部分，本文提出了目标性、基础性、整合性、活动性、差异性等面向幼儿生活世界的教学原则，同时提出了为幼儿创设宽松、和谐的外部环境，选择适当的教学内容，提供充足、直观的教学材料，创造形式多样的游戏活动等教学策略，并对日常生活活动、游戏活动、专门性学习活动等三种教学活动形式进行案例了分析。
[Abstract]:The education of young children is always parallel to the life of children. In the history of education, many scholars in China and the West have expounded the theory of infant life education in the beginning of the 20th century, when Huser put forward the concept of "life world". Early childhood education researchers at home and abroad pay more attention to how to excavate early childhood education resources from life, guide children to understand life, feel life, enrich life, create life, enlighten their wisdom, develop their ability and cultivate their individuality. It is an important theoretical and practical problem in the study of preschool education to cultivate its sentiment and make teaching oriented to the life world of young children. The main content of this paper is divided into three parts: The first part is about the current situation of preschool teaching in China. Through field observation and literature analysis, this part examines the present situation of infant teaching in our country, and thinks that the misunderstandings of infant teaching are mainly manifested in: the teaching goal is one-sided, the teaching content is narrow, the teaching means and methods are conservative. Static teaching evaluation. These behaviors in early childhood teaching run counter to the goal of cultivating "complete children", to the principle of teaching in accordance with their aptitude, and to the law of the process of children's growth in the process of learning. It is not good for children to master the learning content comprehensively and effectively. On the basis of introspection, this paper draws the conclusion that the current infant teaching is isolated from the life world of young children, which is embodied in the isolation of children's nature, their interests, hobbies and experiences, and the isolation of nature and society, and so on. The second part, facing the theoretical pursuit of infant life world teaching. The author first expounds the connotation and characteristics of the life world and the connotation and characteristics of the life world of young children, and then analyzes the theoretical basis for the teaching of the life world of young children from the angles of pedagogy, psychology and curriculum theory. The author thinks that the infant teaching should pay attention to the growth course of the child, respect the child's life, coruscate the life vigor of the child, and guide the child to "learn to live together". The third part, facing the practice exploration of the infant life world teaching. In this part, the author puts forward some teaching principles, such as goal, foundation, integration, activity, difference and so on. At the same time, it proposes to create a relaxed and harmonious external environment for children, and to choose appropriate teaching contents. To provide sufficient and intuitive teaching materials, to create various teaching strategies such as game activities, and to analyze the three teaching activities such as daily life activities, games activities and specialized learning activities.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：G612.0

【引证文献】