重庆市主城区幼儿园社会领域课程实施现状及对策研究
发布时间：2018-08-02 16:32
【摘要】：教育部2001年颁布的《幼儿园教育指导纲要(试行)》指出,“幼儿园教育是基础教育的重要组成部分,是我国学校教育和终身教育的奠基阶段。”今天的幼儿是明天社会的主人,幼儿期的社会性发展将影响人的一生。幼儿园社会领域课程是促进、实现幼儿社会性发展的基本途径,其内容涵盖了儿童社会性发展的各个方面。然而,对于幼儿园社会领域课程实施过程,由于自身认识水平及个人能力的差异,以及外在环境条件的不同,不同的教育工作者或者同一个教育工作者在不同的情境下都会有不同的理解和做法,导致课程实施过程中侧重点不同,从而影响到幼儿社会教育目标的实现。 故本研究采用文献资料法、问卷调查法、访谈法、内容分析法及观察法,通过对重庆市主城区幼儿园社会领域课程实施现状进行调研的基础上,探究课程实施中存在的问题,分析成因并尝试为幼儿园社会领域课程的有效实施提供建议。研究由四部分组成。 第一部分为绪论。在查阅大量文献资料的基础上,对国内外幼儿园社会领域课程和课程实施做了研究述评；并对核心概念幼儿园社会领域课程、课程实施及幼儿园社会教育进行界定；对理论基础和研究设计作了简述。 第二部分为幼儿园社会领域课程实施现状及存在问题。通过内容分析法、问卷调查法、访谈法及观察法对重庆市主城区幼儿园社会领域课程实施现状作了一定了解,从教师、幼儿园、家庭和社区三个方面揭示出存在的一些问题,如幼儿教师在社会领域课程实施过程中存在不合理的观念及做法；幼儿园没有定期的社会领域教研制度及家长尤其是社区资源利用不足等。 第三部分为存在问题的成因分析。实施过程中问题存在的原因主要有：幼儿教师对社会领域课程实施的认识不够；幼儿园领导对社会领域课程实施支持力度不够及有利于社会领域课程实施的外部环境没有形成。 第四部分为对策研究。探讨了幼儿园社会领域课程实施的对策,比如引导教师将新的教育理念转化为教育实践；重构幼儿园有利于社会领域课程实施的管理体系及充分发挥各种教育资源的作用。
[Abstract]:The "guidelines for Kindergarten Education (trial)" issued by the Ministry of Education in 2001 points out that "kindergarten education is an important part of basic education and the foundation stage of school education and lifelong education in China." Today's children are the masters of tomorrow's society, and the social development of infancy will affect people's life. The kindergarten social field curriculum is the basic way to promote and realize the children's social development, and its contents cover all aspects of the children's social development. However, in the course of curriculum implementation in the social field of kindergarten, due to the differences in their own level of understanding and personal ability, as well as the different external environmental conditions, Different educators or the same educators will have different understanding and practice in different situations, which will lead to different emphasis in the course of curriculum implementation, thus affecting the realization of the social education goals of young children. Therefore, this study adopts the methods of literature, questionnaire, interview, content analysis and observation. Based on the investigation and investigation of the present situation of curriculum implementation in the social field of kindergartens in Chongqing, the problems existing in the course implementation are explored. Analyze the causes and try to provide suggestions for the effective implementation of kindergarten social field curriculum. The research consists of four parts. The first part is the introduction. On the basis of consulting a great deal of literature, the author makes a review of the curriculum and curriculum implementation in the social field of kindergarten at home and abroad, and defines the curriculum, curriculum implementation and social education in kindergarten, the core concept of which is the curriculum in the social field of kindergarten, the implementation of curriculum and the social education in kindergarten. The theoretical basis and research design are briefly described. The second part is the current situation and problems of curriculum implementation in kindergarten social field. By means of content analysis, questionnaire investigation, interview and observation, this paper makes a certain understanding of the present situation of curriculum implementation in the social field of kindergartens in Chongqing, and reveals some problems from three aspects: teachers, kindergartens, families and communities. For example, there are unreasonable ideas and practices in the course of curriculum implementation in the social field, there is no regular system of teaching and research in the social field and parents, especially in the community, are underutilized and so on. The third part is the analysis of the causes of the existing problems. The main reasons for the problems in the process of implementation are: the lack of understanding of the curriculum implementation in the social field by kindergarten teachers, the insufficient support for the implementation of the curriculum in the social field by kindergarten leaders and the lack of an external environment conducive to the implementation of the curriculum in the social field. The fourth part is the countermeasure research. This paper probes into the countermeasures of curriculum implementation in the social field of kindergarten, such as guiding teachers to transform the new educational concept into educational practice, reconstructing the management system of curriculum implementation in the social field and giving full play to the role of various educational resources.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G612
本文编号：2160023
[Abstract]:The "guidelines for Kindergarten Education (trial)" issued by the Ministry of Education in 2001 points out that "kindergarten education is an important part of basic education and the foundation stage of school education and lifelong education in China." Today's children are the masters of tomorrow's society, and the social development of infancy will affect people's life. The kindergarten social field curriculum is the basic way to promote and realize the children's social development, and its contents cover all aspects of the children's social development. However, in the course of curriculum implementation in the social field of kindergarten, due to the differences in their own level of understanding and personal ability, as well as the different external environmental conditions, Different educators or the same educators will have different understanding and practice in different situations, which will lead to different emphasis in the course of curriculum implementation, thus affecting the realization of the social education goals of young children. Therefore, this study adopts the methods of literature, questionnaire, interview, content analysis and observation. Based on the investigation and investigation of the present situation of curriculum implementation in the social field of kindergartens in Chongqing, the problems existing in the course implementation are explored. Analyze the causes and try to provide suggestions for the effective implementation of kindergarten social field curriculum. The research consists of four parts. The first part is the introduction. On the basis of consulting a great deal of literature, the author makes a review of the curriculum and curriculum implementation in the social field of kindergarten at home and abroad, and defines the curriculum, curriculum implementation and social education in kindergarten, the core concept of which is the curriculum in the social field of kindergarten, the implementation of curriculum and the social education in kindergarten. The theoretical basis and research design are briefly described. The second part is the current situation and problems of curriculum implementation in kindergarten social field. By means of content analysis, questionnaire investigation, interview and observation, this paper makes a certain understanding of the present situation of curriculum implementation in the social field of kindergartens in Chongqing, and reveals some problems from three aspects: teachers, kindergartens, families and communities. For example, there are unreasonable ideas and practices in the course of curriculum implementation in the social field, there is no regular system of teaching and research in the social field and parents, especially in the community, are underutilized and so on. The third part is the analysis of the causes of the existing problems. The main reasons for the problems in the process of implementation are: the lack of understanding of the curriculum implementation in the social field by kindergarten teachers, the insufficient support for the implementation of the curriculum in the social field by kindergarten leaders and the lack of an external environment conducive to the implementation of the curriculum in the social field. The fourth part is the countermeasure research. This paper probes into the countermeasures of curriculum implementation in the social field of kindergarten, such as guiding teachers to transform the new educational concept into educational practice, reconstructing the management system of curriculum implementation in the social field and giving full play to the role of various educational resources.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G612
【引证文献】
相关硕士学位论文 前2条
1 薛燕;呼和浩特市幼儿园社会领域课程实施现状与发展研究[D];内蒙古师范大学;2012年
2 梁瑞雪;我国不同时期幼儿园社会教育特点研究[D];首都师范大学;2013年
，本文编号：2160023
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