0-3岁亲子园早教课程实施现状及对策研究
发布时间：2018-12-29 17:28
【摘要】：为深入了解0-3岁亲子园课程实施现状,发现0-3岁亲子园课程实施过程中存在的问题,分析原因,探索对策,促进早教行业持续改进和更好发展。本研究采用文献法、访谈法、观察法等研究方法,从课程目标、课程内容、课程实施、课程组织、课程管理和课程评价这五个方面,对鄂东地区17家早教机构的亲子园早教课程设置与实施情况进行分析研究。通过访谈亲子园早教机构的管理者、教师、婴幼儿家长发现:在亲子园早教课程目标涵盖了认知领域、情感与动作技能等方面,总体上符合婴幼儿成长和发展的要求。在早教课程内容安排和组织方面,虽然都有教学计划或者亲子活动计划,但不同早教机构的课程活动计划周期存在一定的差异,且教师在课堂活动组织上,一方面,受亲子园管理方式制约,另一方面,存在教学能力、教学经验、家长参与程度、家长积极性等较大程度上的主观障碍。在早教课程实施方面,存在组织形式单一、缺乏新意和创造性、教师对家长和婴幼儿的个别指导不够、亲子园早教课程有知识化倾向、课程设置与实施有差异等问题。并分析了产生这些问题的主要原因:一是教师自身的专业素养不够,教学实施缺乏创新,课程组织不能游刃有余;二是课程方案和教学设计对个别指导考虑不够,有待进一步优化;三是早教机构市场经营理念,左右家长希望宝宝“学知识”的需求,课程设置趋于知识化;四是家长参与不积极等方面的原因导致课程实施与课程设置存在较大差异,影响教学计划的落实。针对以上问题,本研究分别从课程设置和课程实施方面提出建议。课程设置方面:一是课程的主体内容尽可能选取本土化的优质课程资源;二是课程安排遵循婴幼儿身心发展规律;三是综合利用有利条件,并结合我国婴幼儿特点探索构建新课程。课程实施方面:一是提高教师课程组织实施能力;二是提高家长亲子教学参与度、活动的有效度;三是创设有利于调动婴幼儿的教学情境,主动融入教学活动,从而增强教学的有效性;四是建立教学过程管控机制,建立科学合理的评价体系,促进婴幼儿教育的质量提升,实现婴幼儿早教行业持续健康发展。
[Abstract]:In order to find out the problems existing in the implementation of the 0-3 years old parent-child garden curriculum, analyze the reasons, explore the countermeasures, and promote the continuous improvement and better development of the early education industry. This research adopts the methods of literature, interview, observation and so on, from five aspects: curriculum objective, curriculum content, curriculum implementation, curriculum organization, curriculum management and curriculum evaluation. This paper analyzes and studies the setting and implementation of the early education curriculum in 17 early education institutions in East Hubei Province. By interviewing the managers, teachers and parents of parent-child early education institutions, it was found that the curriculum goals of parent-child early education covered the cognitive field, emotion and movement skills, and generally met the requirements of infant growth and development. Although there are teaching plans or parent-child activity plans in early education curriculum content and organization, there are some differences in the course activity planning cycles of different early education institutions. On the one hand, teachers organize classroom activities. On the other hand, there are some subjective obstacles such as teaching ability, teaching experience, the degree of parental participation and the enthusiasm of parents. In the implementation of early education curriculum, there are some problems, such as single organizational form, lack of originality and creativity, lack of teachers' individual guidance to parents and infants, knowledge tendency of early education curriculum in parent-child garden, difference between curriculum design and implementation, and so on. The main reasons for these problems are as follows: first, the teachers' professional accomplishment is not enough, the teaching implementation is lack of innovation, and the curriculum organization is not able to do well; Second, the curriculum scheme and teaching design are not enough to consider individual guidance, and need to be further optimized; third, the market management concept of early education institutions, which affects the parents' demand for "learning knowledge", and the curriculum setting tends to be knowledge-based; Fourth, there are some differences between curriculum implementation and curriculum design due to parents' unactive participation, which affects the implementation of teaching plan. In view of the above problems, this study puts forward some suggestions from curriculum design and curriculum implementation. The main contents of the curriculum are as follows: the main content of the curriculum is to select the local high quality curriculum resources as far as possible, and the curriculum arrangement follows the law of the physical and mental development of infants and young children; Third, comprehensive utilization of favorable conditions, and combined with the characteristics of infants in China to explore the construction of the new curriculum. In the aspect of curriculum implementation, one is to improve the ability of teachers to organize and implement the curriculum, the other is to improve the participation of parents and children in teaching and the effectiveness of activities. The third is to create a teaching situation conducive to the mobilization of infants and young children, actively integrate into teaching activities, thereby enhancing the effectiveness of teaching; The fourth is to establish the management and control mechanism of teaching process, establish a scientific and reasonable evaluation system, promote the quality improvement of infant education, and realize the sustainable and healthy development of early childhood education industry.
【学位授予单位】：湖北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G612
本文编号：2395137
[Abstract]:In order to find out the problems existing in the implementation of the 0-3 years old parent-child garden curriculum, analyze the reasons, explore the countermeasures, and promote the continuous improvement and better development of the early education industry. This research adopts the methods of literature, interview, observation and so on, from five aspects: curriculum objective, curriculum content, curriculum implementation, curriculum organization, curriculum management and curriculum evaluation. This paper analyzes and studies the setting and implementation of the early education curriculum in 17 early education institutions in East Hubei Province. By interviewing the managers, teachers and parents of parent-child early education institutions, it was found that the curriculum goals of parent-child early education covered the cognitive field, emotion and movement skills, and generally met the requirements of infant growth and development. Although there are teaching plans or parent-child activity plans in early education curriculum content and organization, there are some differences in the course activity planning cycles of different early education institutions. On the one hand, teachers organize classroom activities. On the other hand, there are some subjective obstacles such as teaching ability, teaching experience, the degree of parental participation and the enthusiasm of parents. In the implementation of early education curriculum, there are some problems, such as single organizational form, lack of originality and creativity, lack of teachers' individual guidance to parents and infants, knowledge tendency of early education curriculum in parent-child garden, difference between curriculum design and implementation, and so on. The main reasons for these problems are as follows: first, the teachers' professional accomplishment is not enough, the teaching implementation is lack of innovation, and the curriculum organization is not able to do well; Second, the curriculum scheme and teaching design are not enough to consider individual guidance, and need to be further optimized; third, the market management concept of early education institutions, which affects the parents' demand for "learning knowledge", and the curriculum setting tends to be knowledge-based; Fourth, there are some differences between curriculum implementation and curriculum design due to parents' unactive participation, which affects the implementation of teaching plan. In view of the above problems, this study puts forward some suggestions from curriculum design and curriculum implementation. The main contents of the curriculum are as follows: the main content of the curriculum is to select the local high quality curriculum resources as far as possible, and the curriculum arrangement follows the law of the physical and mental development of infants and young children; Third, comprehensive utilization of favorable conditions, and combined with the characteristics of infants in China to explore the construction of the new curriculum. In the aspect of curriculum implementation, one is to improve the ability of teachers to organize and implement the curriculum, the other is to improve the participation of parents and children in teaching and the effectiveness of activities. The third is to create a teaching situation conducive to the mobilization of infants and young children, actively integrate into teaching activities, thereby enhancing the effectiveness of teaching; The fourth is to establish the management and control mechanism of teaching process, establish a scientific and reasonable evaluation system, promote the quality improvement of infant education, and realize the sustainable and healthy development of early childhood education industry.
【学位授予单位】：湖北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G612
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