农村小学附属幼儿园数学课程实施个案研究

发布时间：2018-08-18 18:56

【摘要】：近年来,随着我国学前教育改革的推进,中西部农村地区的学前教育快速发展起来。《国家中长期教育改革和发展规划纲要》提出：“重点发展农村学前教育。努力提高农村学前教育普及程度。着力保证留守儿童入园。采取多种形式扩大农村学前教育资源,改扩建、新建幼儿园,充分利用中小学布局调整富余的校舍和教室举办幼儿园(班)。”随着幼儿园课程改革的深入,农村幼儿园的课程实施也得到了重视。数学课程虽然是农村小学附属幼儿园课程的重要部分,但是在数学课程实施中,教师往往把它当作单一的数学知识的传授,忽视了对数学课程目标制定、内容选择、实施途径和评价方法等方面的探究与思考。本研究在梳理幼儿园数学课程实施方面相关研究文献的基础上,以河南省z县农村小学附属幼儿园为研究对象,采用访谈法、观察法、实物收集法等方法收集资料,对农村小学附属幼儿园数学课程实施的现状进行分析,针对其存在的主要问题分析影响其数学课程实施的因素,并提出促进农村小学附属幼儿园数学课程实施的合理性建议。研究发现,农村小学附属幼儿园数学课程实施存在以下几个主要问题：农村小学附属幼儿园数学课程目标不清晰,没有专门制定符合各个年龄段幼儿发展的数学课程目标；农村小学附属幼儿园数学课程内容的选择倾向于以教师的教学经验和社会需要为依据,忽视了幼儿的兴趣和已有的知识经验；农村小学附属幼儿园数学课程实施的途径以课堂教学活动为主,忽视了游戏活动和生活活动对幼儿发展的作用；农村小学附属幼儿园数学课程的评价方式是以教师评价和终结性评价为主,缺乏幼儿的自我评价和过程性评价。影响农村小学附属幼儿园数学课程实施的因素有：教师、园长、幼儿园文化传统、政策、经济、家长等因素。根据农村小学附属幼儿园数学课程实施中存在的主要问题和影响因素,提出以下建议：提高幼儿教师数学课程实施的水平；加强园长对数学课程实施的领导,充实课程领导方面的知识和技能；加强对幼儿教师培训学习的支持,成立数学课程教研组；根据幼儿园实际情况确定合理明确的数学课程目标,营造适宜数学课程实施的幼儿园文化氛围；教育主管部门应致力于改善该类幼儿园课程实施条件,加大财政投入；加强对家长幼儿教育观念的宣传教育,改变家长传统的功利教育观,引领家长参与数学课程的实施,做好家园合作,为农村小学附属幼儿园数学课程实施寻求更多支持。
[Abstract]:In recent years, with the advancement of preschool education reform in China, preschool education in rural areas of central and western regions has developed rapidly. The outline of the National Medium-and Long-Term Education Reform and Development Plan puts forward the following: "emphasis on the development of pre-school education in rural areas". Efforts will be made to improve the popularization of preschool education in rural areas. Efforts should be made to ensure that children left behind enter the school. We will adopt various forms to expand pre-school education resources in rural areas, reform and expand, build new kindergartens, and make full use of the surplus school buildings and classrooms in primary and secondary schools to organize kindergartens (classes). " With the deepening of curriculum reform in kindergartens, the curriculum implementation of rural kindergartens has also been attached importance. Although the mathematics curriculum is an important part of the kindergarten curriculum attached to the rural primary school, teachers often regard it as a single teaching of mathematics knowledge in the implementation of the mathematics curriculum, neglecting the formulation of the mathematics curriculum objectives and the selection of the content. Probe into and think about the ways of implementation and evaluation methods. On the basis of combing the relevant research documents of mathematics curriculum implementation in kindergartens, this study takes the affiliated kindergartens of rural primary schools in Z County, Henan Province as the research object, and collects data by means of interview, observation and physical collection. This paper analyzes the present situation of mathematics curriculum implementation in rural primary school affiliated kindergartens, analyzes the factors that affect the implementation of mathematics curriculum in view of its main problems, and puts forward some reasonable suggestions to promote the implementation of mathematics curriculum in rural primary school affiliated kindergartens. The study found that there are several main problems in the implementation of mathematics curriculum in the attached kindergartens of rural primary schools: the mathematics curriculum objectives of the affiliated kindergartens in rural primary schools are not clear, and they have not specifically formulated the mathematics curriculum goals that accord with the development of children of all ages; The choice of mathematics curriculum content in rural primary school affiliated kindergartens tends to be based on teachers' teaching experience and social needs, neglecting the interest of young children and the existing knowledge experience; The main ways to implement mathematics curriculum in rural primary schools are classroom teaching activities, ignoring the role of play activities and life activities in the development of young children. The evaluation way of mathematics curriculum in rural primary school affiliated kindergartens is mainly teacher evaluation and summative evaluation, but lack of self-evaluation and process evaluation of young children. The factors influencing the implementation of mathematics curriculum in rural primary schools are teachers, school directors, kindergarten culture and tradition, policy, economy, parents and so on. According to the main problems and influencing factors in the implementation of mathematics curriculum in the affiliated kindergartens of rural primary schools, the following suggestions are put forward: to improve the level of mathematics curriculum implementation of kindergarten teachers, to strengthen the leadership of the school directors over the implementation of mathematics curriculum, To enrich the knowledge and skills of curriculum leadership; to strengthen the support for the training and study of kindergarten teachers; to set up mathematics curriculum teaching and research groups; to determine reasonable and clear mathematics curriculum objectives according to the actual situation of kindergartens; In order to create a suitable cultural atmosphere for the implementation of mathematics curriculum, the competent department of education should devote itself to improving the conditions for the implementation of this kind of kindergarten curriculum, increase financial input, and strengthen the publicity and education of parents' concept of early childhood education. To change parents' traditional view of utilitarian education, lead parents to participate in the implementation of mathematics curriculum, do a good job of home cooperation, and seek more support for the implementation of mathematics curriculum in rural primary school affiliated kindergartens.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G613.4

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