学前教育课程创生研究

发布时间：2019-05-28 20:27

【摘要】：课程创生是当前世界课程改革的重要主题之一,契合社会发展对高素质人才规格的需要,适合学前儿童的发展和学前教育的特征,符合我国的学前课程管理政策和国情,因此成为近几年来我国学前教育改革领域十分关注的重要问题。尽管我国学前界并不缺乏与课程创生相关的理论研究和实践探索,但是,以课程创生为题的专门、系统研究却相对较少。基于此,论文以促进学前儿童全面、主动而又富有个性的发展为根本目的,广泛吸收“实践课程”、“过程课程”、“情境课程”和“概念重建主义课程”等课程范式的相关理念,综合运用历史研究、调查研究、案例研究等多种研究方法,尝试性地初步构建了学前课程创生的理论体系。第一章,阐明了学前课程创生的本质、特征及意义。这是本研究立论的基础。研究认为,学前课程创生是幼儿园教师主动根据儿童的兴趣、需要和发展实际,结合幼儿园现状,创造性地开发和实施课程,以促进儿童多方面经验有效增长和建构,实现儿童全面、主动而又富有个性发展的过程。其中,创造性地开发和实施促进儿童多方面经验有效增长和建构的课程是学前课程创生的实质;儿童已有的兴趣、需要和发展水平、幼儿园所处的地区和自身的实际是学前课程创生的出发点;教师和儿童是课程创生的主体;实现儿童全面而富有个性发展是学前课程创生的目的。学前课程创生具有儿童本位、动态建构、差异共存、反思批判和师幼共建等基本特征。学前课程创生的研究具有十分重要的理论意义和实践价值,它带来了学前课程观的根本改变,赋予了幼儿教师以课程开发权,促进了师幼主体性的共同发展,极大地提升了学前课程的适切性。第二章,考察了学前课程创生的历史渊源。本章以社会对儿童主体性的承认和尊重为逻辑主线,沿着课程创生的思想源流和制度建设两条线索,考察了学前课程创生的发展轨迹。研究认为,西方课程创生经历了古代课程创生个别元素萌生、近代课程创生重要元素出现、现代课程创生正式诞生和快速发展三个时期;我国课程创生出现在20世纪20、30年代,历经了从重视到忽视到重新重视三个时期。研究表明,社会发展尤其是社会经济发展对人才规格的要求是学前课程创生产生和发展的根本动因;对儿童主体性的承认和尊重是学前课程创生产生和发展的必要前提;而课程决策权力下移则是学前课程创生产生和发展的制度保障。第三章,揭示了学前课程创生的现状及存在的问题。本研究对山东省若干幼儿园课程创生现状的调查表明,在课程创生的认识和态度上,绝大多数幼儿园教师对课程创生的价值给予了充分的肯定和认同,对课程创生普遍持赞同的积极态度,但是,对自己和自己所在园的课程创生能力与效果的评价却普遍不高;大部分幼儿园和教师已经进行过课程创生的尝试,且有近六成的教师经常进行课程创生;园本课程的开发是目前幼儿园课程创生最为普遍的形式。研究还表明,当前教师课程创生存在着自主意识薄弱、实践与认识反差大、创生程度表浅、创生素质欠缺、制度与文化不健全等问题。第四章,分析了学前课程创生的基本要素。论文强调,在课程目标的创生上,要综合考虑目标的全面性、主体性和差异性;在课程内容的创生上,要注重内容的生活化、多元化和整合化,其中,生活化是内容创生的关键;在课程实施的创生上,要注重自主活动性、动态建构性和对话性,其中,自主活动是课程创生实施的基本活动形式。在课程评价的创生上,应突出以学前儿童多方面经验的有效增长和意义建构为核心,以反思批判为基本途径和手段。其中,反思主要围绕课程是否适合儿童的兴趣和发展需要、是否以儿童已有的经验为基点、是否为儿童提供了自主活动的平台等方面展开。第五章,提出了学前课程创生典型的表现形态和实现路径。论文针对学前课程创生实际,提出了园本式课程创生、班本式课程创生、生本式课程创生三种典型的创生表现形态。其中,园本式课程创生是教师基于幼儿园现有实际,整合幼儿园内外一切可利用的课程资源,创造性地开发和实施符合本园儿童发展的课程创生;班本式课程创生是教师立足所在班级学前儿童的发展共性和存在的普遍问题以及教师的实际,充分利用所在班级的资源,创造性地开发和实施适合本班儿童发展的课程;生本式课程创生是教师直接建立在学前儿童兴趣、需要基础之上,创造性地开发和实施重在促进每一位儿童发展的课程创生,它是一种真正意义上的儿童本位的课程创生形态。论文还详尽阐明了学前课程创生的实现路径,即问题聚焦—可行性分析—主题方案设计—环境创设—主题方案实施—反思评价。第六章,探讨了学前课程创生的支持系统。本章主要从幼儿教师课程创生素质、幼儿园课程管理、幼儿园课程资源三方面展开论述。首先,幼儿教师的课程创生素质是学前课程创生之关键,主要包括动态建构的知识结构、执着的事业追求、强烈的创生意识、突出的创生能力等要素。其次,幼儿园课程管理是学前课程创生之机制。其中,园领导的支持与引领是学前课程创生的重要支持力量;课程创生激励制度的建立是学前课程创生的重要动力;课程创生文化的营造是学前课程创生的“场效应”机制。第三,幼儿园课程创生资源是学前课程创生之基础。园领导和教师要增强课程创生资源的开发与利用意识、合理建构和优化课程创生资源结构、提高课程创生资源的开发和利用的有效性。
[Abstract]:The course creation is one of the most important themes of the current world curriculum reform, the needs of the social development for the high-quality talents, the development of the pre-school children and the characteristics of the pre-school education are suitable for the pre-school curriculum management policy and the national conditions of our country, Therefore, it has become an important issue in the field of pre-school education reform in recent years. Although the pre-school community of our country does not lack the theoretical research and practice exploration related to the course creation, the research of the system is relatively small. On the basis of this, the paper aims at promoting the development of pre-school children's comprehensive, initiative and individuality, and widely absorbs the relevant concepts of the curriculum models such as "practice course", "course course", "situational course" and "the concept of reconstructivism", and comprehensively uses various research methods such as historical research, investigation and study, case study and so on. The theoretical system of the creation of the pre-school curriculum is tentatively constructed. The first chapter expounds the nature, character and meaning of the creation of the pre-school curriculum. This is the basis of the theory of the study. The study concluded that the pre-school curriculum creation was the initiative of the kindergarten teacher to develop and implement the course based on the interests, needs and development of the children, in combination with the present situation of the kindergarten, to promote the effective growth and construction of the children's multi-aspect experience, and to realize the children's all-round development. The face, the initiative, and the development of the individuality. The course is that the creative development and implementation of courses that promote effective growth and construction of children's multifaceted experience are the essence of the creation of pre-school curricula; the interest, needs and development levels of children, the areas in which the kindergarten is in, and the reality of their own are the beginning of the creation of pre-school curricula The teacher and the child are the subjects of the course creation; the realization of the full and rich development of the children is the goal of the creation of the pre-school curriculum The pre-school curriculum has the basic of child-based, dynamic construction, differential co-existence, reflection and criticism, and the co-construction of teachers and children. The study of the creation of the pre-school curriculum has very important theoretical and practical value, which brings the fundamental change of the pre-school curriculum view, and gives the early-school teachers the right to develop the curriculum and promote the common development of the teacher and the child's subjectivity, which greatly improves the relevance of the pre-school curriculum. The second chapter examines the history of the creation of the pre-school curriculum. This chapter is based on the recognition and respect of the child's subjectivity as a logical main line in this chapter, and explores the creation of the pre-school curriculum in two clues: the source and the system of the creation of the curriculum. The study is that the creation of individual elements in the course of the ancient curriculum, the emergence of the important elements of the creation of modern courses, the formal birth and the rapid development of the modern curriculum, and the emergence of Chinese curriculum in the 20th century, in that age of the 0 's, the attention to the neglect of the three The research shows that the demand of social development, especially the development of social and economic development, is the fundamental cause of the birth and development of the pre-school curriculum, and the recognition and respect for the child's subjectivity is the creation and development of the pre-school curriculum. Prerequisite; the shift of curriculum decision-making power is the system of the creation and development of the pre-school curriculum The third chapter reveals the status and status of the creation of the pre-school curriculum. The present study shows that most of the kindergarten teachers have given full recognition and identification to the value of the course creation in the course of the students' awareness and attitude. Attitudes, but the evaluation of the students' ability and effect on the course of their own and their own garden is generally not high; most of the kindergartens and teachers have tried the course creation, and nearly 60% of the teachers often enter The development of this course is the most important course in the kindergarten course. The study also shows that the current teacher's curriculum has the weak self-consciousness, the contrast between the practice and the cognition, the superficial of the creation degree, the lack of the creative quality, the system and the culture Sound issues. Chapter IV, Analysis of pre-school curricula The paper emphasizes that, in the creation of the objective of the course, the comprehensive consideration of the comprehensiveness, the subjectivity and the difference of the objective should be taken into consideration; on the creation of the course content, it is necessary to pay attention to the activation, diversification and integration of the content, among which, the activation is the key to the creation of the content; in the course of the course On the basis of the implementation of the course, we should pay attention to the self-activity, the dynamic construction and the development, among which, the autonomous activity is the implementation of the course creation On the basis of curriculum evaluation, the effective growth and the meaning of the multi-aspect experience of the pre-school children should be emphasized as the core, and the criticism is to reflect the criticism. Basic approaches and means, in which the reflection focuses on whether the curriculum is suitable for children's interests and development needs, whether based on the existing experience of children, and whether they are provided with independent activities for children In chapter 5, the author puts forward the typical of the pre-school curriculum. In view of the actual situation of the pre-school curriculum, this paper puts forward three kinds of curriculum creation, class-based course creation and birth-based course creation. A typical form of creative performance, which is based on the existing practice of the kindergarten, all the available curriculum resources inside and outside the kindergarten, and the creative development and implementation of this garden. The course of the children's development is the creation of the course of the development of the children; the creation of the class-class curriculum is the general problem of the development and the existence of the pre-school children in which the teacher is based, as well as the actual situation of the teachers, the resources of the class in which the teacher is located, the creative development and the implementation The course of the children's development in this class; the creation of the birth-oriented course is the direct establishment of the teacher in the pre-school children, which needs to be based on the need for the creative development and implementation of the curriculum creation which focuses on the promotion of the development of every child, which is a real child The paper also expounds the realization path of the creation of the pre-school curriculum, that is, the feasibility of the problem focusing and the subject design and the environment creation. A reflection and evaluation on the implementation of the scheme. Chapter 6, the discussion The support system for the creation of the pre-school curriculum. This chapter is mainly from the kindergarten teacher's curriculum creation quality, the kindergarten course management, the kindergarten In the first place, the curriculum creation quality of the early-school teachers is the key to the creation of the pre-school curriculum, which mainly includes the structure of the dynamic construction, the pursuit of the persistence, and the strong sense of the creation of the students. Second, the kindergarten curriculum tube It is the mechanism of the creation of the pre-school curriculum, in which the support and leadership of the park leader are the important supporting force of the creation of the pre-school curriculum, the establishment of the curriculum creation incentive system is the important motive force of the creation of the pre-school curriculum, and the construction of the curriculum creation culture is the "trunk>" field effect of the creation of the pre-school curriculum Ct " mechanism. The source is the foundation of the creation of the pre-school curriculum. The leading and the teachers of the garden should enhance the development and utilization of the curriculum, construct and optimize the structure of the students' resources, and improve the course creation.
【学位授予单位】：山东师范大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G610-4

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