台湾地区《幼儿园教保活动课程暂行大纲》研究

发布时间：2018-06-24 04:15

本文选题：台湾地区 + 课程标准　；参考：《云南师范大学》2017年硕士论文

【摘要】：1929年颁布的《幼稚园暂行课程标准》,翻开了台湾幼儿园课程标准的新篇章,幼儿园的教育教学从此有章可循。随着时代的进步和学前教育的蓬勃发展,该课程标准先后经历了六次修订:1932年第一次修订、1936年第二次修订、1953年第三次修订、1975年第四次修订、1987年第五次修订和2012年第六次修订。2012年以前的很长一段时间,台湾幼儿园的教育教学一直沿用1987年的《幼稚园课程标准》,到了2012年,台湾“教育部”出台了《幼儿园教保活动课程暂行大纲》,取代了1987年的《幼稚园课程标准》,成为新时期台湾幼儿园设计与规划课程与教学的重要依据。本论文采用文献法和比较法梳理了台湾历次幼儿园课程标准的发展脉络,全面分析和讨论了《幼儿园教保活动课程暂行大纲》的出台背景和制定过程、主要内容、特色以及对大陆幼儿园课程标准的启示。《幼儿园教保活动课程暂行大纲》是台湾政治、经济、社会和教育四种因素催生的产物。近年来,台湾坚守民主化与多元化的政治导向;面临经济转型带来的机遇和挑战;人口结构变化促成幼儿园课程变革;原有的幼教政策局限呼吁《新课纲》的出台。因此,台湾颁布了《幼儿园教保活动课程暂行大纲》,以反映新的时代特征。当然,《幼儿园教保活动课程暂行大纲》的出台不是一蹴而就的,先后经历了实证研究阶段、实验阶段、形成和推广阶段,并且各个阶段的任务和侧重点不同。《幼儿园教保活动课程暂行大纲》全面描绘了台湾幼儿园的发展图景,具体包括以下几方面内容:秉承“仁”的教育宗旨,规定明确的保教意义和范围,追求全人发展的教育目标,坚守互动发展的基本理念,制定操作性强的实施原则。此外,重点规划了幼儿的学习和发展领域,即身体动作与健康、认知、语文、社会、情绪和美感六大领域,并且每个领域都围绕领域目标、领域内涵和实施原则展开论述。通过对比1987年的《幼稚园课程标准》和《幼儿园教保活动课程暂行大纲》,笔者归纳出《幼儿园教保活动课程暂行大纲》的特色包括:重视社会文化的文化取向,关注学习能力的目标取向,突出情绪体验的情意取向以及塑造反思型教师的反思取向。最后,笔者将台湾地区的《幼儿园教保活动课程暂行大纲》与大陆的《3-6岁儿童学习与发展指南》进行比较,并对大陆的幼儿园课程标准提出如下启示,即课程设计多方资源与学习内容整合,课程内容社会文化与学习能力并重,课程实施重视支持系统与实验推广并进,课程评价全程性与反思性有机结合。
[Abstract]:The "kindergarten provisional curriculum standard", promulgated in 1929, opened a new chapter in the curriculum standard of Taiwan kindergarten. The education and teaching of the kindergarten have been followed. With the progress of the times and the vigorous development of preschool education, the curriculum standard has been revised six times successively: the first revision in 1932, the second revision in 1936, and the third revision in 1953. The fourth revision of 1975, the fifth revision of 1987 and the sixth revision of 2012.2012 years ago, the education and teaching of the kindergartens in Taiwan have been used in 1987 < kindergarten curriculum standard >. In 2012, the "Ministry of education" of Taiwan introduced the interim program for the kindergarten teaching and insurance activities, replacing the 1987 "naive". The standard of garden curriculum has become an important basis for the curriculum and teaching of the design and planning of kindergartens in Taiwan in the new period. This paper has used the literature method and comparative method to sort out the development of the curriculum standards of the kindergartens in Taiwan, and comprehensively analyzed and discussed the background and process of the introduction of the interim program for the teaching and insurance activities of kindergartens. Color and the enlightenment to the curriculum standards of the mainland kindergarten. The interim program for the curriculum of kindergarten education and insurance activities is the product of four factors in Taiwan's political, economic, social and educational factors. In recent years, Taiwan sticks to the political orientation of democratization and pluralism; facing the opportunities and challenges brought by the economic transformation; the demographic changes contributed to the kindergarten curriculum. Reform, the original education policy limitations call for the introduction of the new curriculum. Therefore, Taiwan promulgated the interim program of the kindergarten teaching and insurance activities to reflect the new characteristics of the times. Of course, the introduction of the interim program for the kindergarten teaching and insurance activities is not easy, and has experienced the stage of empirical research, the experimental stage, the formation and promotion of the stage. The mission and emphasis of each stage are different. The Interim Outline of the curriculum for kindergarten teaching and insurance activities comprehensively describes the development of Taiwan kindergarten, including the following aspects: adhering to the educational purpose of "benevolence", providing a clear meaning and scope of education, pursuing the educational goals of the whole human development, and adhering to the basis of the interactive development. In addition, it focuses on six fields of physical action and health, cognition, language, society, emotion and beauty, and each field is discussed around the field goals, the domain connotation and the implementation. By comparing the kindergarten curriculum standards of 1987. "The provisional syllabus for teaching and insurance activities in kindergartens", the author summed up the characteristics of the interim syllabus of the kindergarten teaching and insurance activities, including the cultural orientation of the social culture, the orientation of the learning ability, the emotional orientation of the emotional experience and the reflection orientation of the reflective teachers. Finally, the author of the Taiwan area is the kindergarten. The interim program of teaching and insurance activities is compared with the guide to the study and development of children <3-6 years old in the mainland, and the following enlightenment is made to the curriculum standards of the mainland for the kindergarten, that is, the integration of multi resource and learning content, the importance of both the social culture and the learning ability of the curriculum, the importance of the curriculum implementation and the promotion and development of the experiment. The evaluation of the whole process and the reflection of the organic combination.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G612

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