论后现代课程观对我国幼儿园课程改革的启示
发布时间：2018-10-20 10:13
【摘要】： 我国幼儿园课程历经改革，但仍有许多不尽人意之处，，这与现代主义以及现代课程理论对人们思维的束缚不无关系。本文试图从后现代课程理论吸取精华，为我国幼儿园课程改革寻找一些新的思路。 文章首先介绍了皮纳(Pinar)、多尔(Doll)、卡普拉(Capra)、斯拉特瑞(Slattery)等人的后现代课程理论，并概括出了后现代课程的一些基本特征：多元性；非体系化；关注复杂性；强调情境性；人文性。 文章的第二部分主要从课程概念、课程目标、课程内容、课程实施和课程评价等角度入手，分析了当前我国幼儿园课程的现代性表现及其弊端，并从后现代课程理念出发对这些问题作了重新思考。文章认为幼儿园课程的现代性主要体现在其二元论思维方式；对课程计划和课程目标的崇信；课程本身的封闭性；忽视教师和儿童在课程中的权力等多个方面。 在第三部分，文章首先论述了当前引入后现代课程观的必要性和可能性，并提出和论证了意大利瑞吉欧学前教育系统的课程已具有了后现代课程的特征。然后结合瑞吉欧的实例，文章从课程、课程中的儿童、课程中的教师、课程中的评价等几个方面，分别阐述了后现代课程关于课程的动态性、自组织、教师角色、反思等具体主张对我国幼儿园课程改革的启示。文章最后提出幼儿园课程改革最应借鉴的是后现代课程理论在思考课程问题时的后现代思维方式，这才是根本的。
[Abstract]:The kindergarten curriculum in our country has been reformed, but there are still many unsatisfactory points, which have something to do with the bondage of modernism and modern curriculum theory to people's thinking. This paper tries to absorb the essence from the postmodern curriculum theory and find some new ideas for the kindergarten curriculum reform in our country. This paper first introduces the postmodern curriculum theory of Pinar (Pinar), (Doll), (Doll), Capra, (Capra), Slatterre, et al., and summarizes some basic features of the postmodern curriculum: pluralism; desystematization; attention to complexity; emphasis on situational; humanism. The second part of the article mainly from the curriculum concept, the curriculum goal, the curriculum content, the curriculum implementation and the curriculum appraisal and so on angle, has analyzed the present our country kindergarten curriculum modernity performance and its malpractice. This paper reconsiders these problems from the view of postmodern curriculum. This paper holds that the modernity of kindergarten curriculum is mainly reflected in its dualistic thinking mode, its adoration of curriculum planning and curriculum objectives, the closeness of curriculum itself, and the neglect of teachers' and children's rights in the curriculum. In the third part, the article first discusses the necessity and possibility of introducing the postmodern curriculum concept, and puts forward and proves that the curriculum of Italian Reggio pre-school education system has the characteristics of post-modern curriculum. Then, with the example of Reggio, this paper expounds the dynamic, self-organizing, and teacher roles of the post-modern curriculum from the aspects of curriculum, children, teachers, evaluation and so on. Reflection and other specific proposals for the kindergarten curriculum reform in China. At the end of the article, the author points out that the most important thing for kindergarten curriculum reform is the postmodern thinking mode of postmodern curriculum theory when thinking about curriculum problems, which is fundamental.
【学位授予单位】：华南师范大学
【学位级别】：硕士
【学位授予年份】：2002
【分类号】：G612.3
本文编号：2282836
[Abstract]:The kindergarten curriculum in our country has been reformed, but there are still many unsatisfactory points, which have something to do with the bondage of modernism and modern curriculum theory to people's thinking. This paper tries to absorb the essence from the postmodern curriculum theory and find some new ideas for the kindergarten curriculum reform in our country. This paper first introduces the postmodern curriculum theory of Pinar (Pinar), (Doll), (Doll), Capra, (Capra), Slatterre, et al., and summarizes some basic features of the postmodern curriculum: pluralism; desystematization; attention to complexity; emphasis on situational; humanism. The second part of the article mainly from the curriculum concept, the curriculum goal, the curriculum content, the curriculum implementation and the curriculum appraisal and so on angle, has analyzed the present our country kindergarten curriculum modernity performance and its malpractice. This paper reconsiders these problems from the view of postmodern curriculum. This paper holds that the modernity of kindergarten curriculum is mainly reflected in its dualistic thinking mode, its adoration of curriculum planning and curriculum objectives, the closeness of curriculum itself, and the neglect of teachers' and children's rights in the curriculum. In the third part, the article first discusses the necessity and possibility of introducing the postmodern curriculum concept, and puts forward and proves that the curriculum of Italian Reggio pre-school education system has the characteristics of post-modern curriculum. Then, with the example of Reggio, this paper expounds the dynamic, self-organizing, and teacher roles of the post-modern curriculum from the aspects of curriculum, children, teachers, evaluation and so on. Reflection and other specific proposals for the kindergarten curriculum reform in China. At the end of the article, the author points out that the most important thing for kindergarten curriculum reform is the postmodern thinking mode of postmodern curriculum theory when thinking about curriculum problems, which is fundamental.
【学位授予单位】：华南师范大学
【学位级别】：硕士
【学位授予年份】：2002
【分类号】：G612.3
【引证文献】
相关期刊论文 前1条
1 袁爱玲;冷静思考园本课程的热潮[J];学前教育研究;2002年04期
相关硕士学位论文 前3条
1 付民杰;基于艺术作品欣赏的幼儿园舞蹈课程实施[D];西南大学;2011年
2 刘晓燕;人文关怀理念下的幼儿园课程构建[D];内蒙古师范大学;2009年
3 吕新华;后现代课程观对我国基础教育课程改革的影响研究[D];山东师范大学;2010年
本文编号：2282836
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