發(fā)布時(shí)間：2017-12-31 01:39

  本文關(guān)鍵詞：基于兒童文化的課程開(kāi)發(fā)　出處：《華東師范大學(xué)》2004年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 兒童文化 兒童文化課程 課程開(kāi)發(fā) 文化分析 文化交流 文化認(rèn)同

【摘要】：回歸兒童生活世界的課程研究，旨在改變工具性課程所造成的兒童消極接受社會(huì)文化的現(xiàn)實(shí)，還給兒童主動(dòng)地、自主地社會(huì)化的權(quán)利。本文的研究在回歸兒童生活世界的同時(shí)，力圖走出具體的日常生活形態(tài)，尋求兒童生活的文化意義，圍繞兒童文化的特點(diǎn)及生長(zhǎng)規(guī)律展開(kāi)課程對(duì)話，重建基于兒童文化發(fā)展的課程價(jià)值，構(gòu)筑“兒童文化課程”這一核心概念，，探討兒童文化課程開(kāi)發(fā)的模式。 兒童文化是兒童作為人的生命意蘊(yùn)，是兒童理解生活世界并回應(yīng)環(huán)境挑戰(zhàn)的活動(dòng)，是兒童主體人格提升的過(guò)程。與成人文化相比，兒童文化品質(zhì)體現(xiàn)靈性的神韻、兒童文化語(yǔ)言充滿浪漫的色彩、兒童文化形式表現(xiàn)為多樣的游戲、兒童文化交往展示出本真的境界�；趦和幕_(kāi)發(fā)的課程稱為兒童文化課程。兒童文化課程作為一種兒童文化創(chuàng)生活動(dòng)，其價(jià)值在于喚醒、滋養(yǎng)與沖突。 兒童文化課程開(kāi)發(fā)是在探索兒童文化與文化對(duì)象間的理解策略，主要包括文化分析、文化交流與文化認(rèn)同三個(gè)環(huán)節(jié)。文化分析是教師對(duì)兒童文化的研究與把握，引導(dǎo)學(xué)生自主選擇學(xué)習(xí)領(lǐng)域。兒童在與教師共同的文化分析活動(dòng)中反思自身的經(jīng)驗(yàn)、意識(shí)和行為，激發(fā)對(duì)文化生長(zhǎng)的期待，選擇被欣賞的文化對(duì)象進(jìn)行接觸和學(xué)習(xí)，以引領(lǐng)自身文化的發(fā)展。文化交流是兒童文化課程開(kāi)發(fā)的主要活動(dòng)。兒童作為文化交流的主體，他充分調(diào)動(dòng)自身的文化經(jīng)驗(yàn)去探尋文化對(duì)象的生長(zhǎng)意義，他在自身體驗(yàn)與客觀文化信息之間建立聯(lián)系，試圖將文化對(duì)象所呈現(xiàn)的生命表現(xiàn)和改造周圍環(huán)境的功能價(jià)值融入自身的文化結(jié)構(gòu)，發(fā)展自己、壯大自己。教師既是兒童文化交流的對(duì)象，又是文化交流主體。一方面，他要改造文化對(duì)象，使之以兒童容易感知的形式呈現(xiàn)，并以自身的文化視角去尋求文化意義，為兒童的理解提供一種參照。另一方面，他要進(jìn)一步研究?jī)和幕c兒童進(jìn)行深入的文化交流。通過(guò)這樣的互動(dòng)過(guò)程，兒童自身文化與文化對(duì)象實(shí)現(xiàn)了“視野融合”。這意味著兒童對(duì)文化對(duì)象實(shí)現(xiàn)了意義的建構(gòu)，也就是文化認(rèn)同。文化認(rèn)同活動(dòng)具體表現(xiàn)為兩個(gè)層面，一個(gè)層面是兒童文化對(duì)文化對(duì)象意義的認(rèn)可，并納入自身的文化結(jié)構(gòu)，形成個(gè)體文化意義；另一個(gè)層面是兒童從他人的態(tài)度中尋求自我理解和建構(gòu)活動(dòng)的肯定，強(qiáng)化自我文化建構(gòu)意識(shí)，推動(dòng)新的文化結(jié)構(gòu)的產(chǎn)生。前一種文化認(rèn)同為“主我”的認(rèn)同，后一種認(rèn)同為“客我”的認(rèn)同。 我國(guó)基礎(chǔ)教育新課程向兒童生活世界的回歸，需要建立一種新的課程開(kāi)發(fā)模式以滿足實(shí)踐訴求。兒童文化課程的研究正是回應(yīng)了基礎(chǔ)教育課程改革的呼喚，滿足了新課程的實(shí)踐需要。它為學(xué)校有效實(shí)施國(guó)家課程提供了一種文化視角，為校本課程開(kāi)發(fā)提供了一種范式，同時(shí)也為學(xué)校課程文化的形成指明了方向。
[Abstract]:The curriculum research of returning children to the world of life aims to change the negative social and cultural reality caused by the instrumental curriculum and to return the children to the initiative. The right to socialize autonomously. While returning to the world of children's life, this paper tries to get out of the specific daily life form and seek the cultural significance of children's life. Based on the characteristics and growth rules of children's culture, the curriculum dialogue is carried out, the curriculum value based on the development of children's culture is rebuilt, the core concept of "children's cultural curriculum" is constructed, and the model of children's cultural curriculum development is discussed. Children's culture is the meaning of children's life as human beings, the activities of children's understanding of the life world and responding to the environmental challenges, and the process of children's subjective personality improvement. Children's cultural quality embodies spiritual charm, children's cultural language is full of romantic color, and children's cultural forms are diverse games. The curriculum based on the development of children's culture is called the curriculum of children's culture. As an activity of creating children's culture, the value of the curriculum of children's culture is to awaken, nourish and conflict. The development of children's culture curriculum is to explore the understanding strategy between children's culture and cultural objects, mainly including cultural analysis. Cultural analysis is the teacher's research and grasp of children's culture, leading students to choose their own learning field. Children reflect on their own experience in the common cultural analysis activities with teachers. Consciousness and behavior, stimulate the expectation of the growth of culture, choose the cultural objects to be appreciated for contact and learning. In order to lead the development of their own culture. Cultural exchange is the main activity of children's cultural curriculum development. As the main body of cultural exchange, children fully mobilize their own cultural experience to explore the growing significance of cultural objects. He established a relationship between his own experience and objective cultural information, trying to integrate the life performance of cultural objects and the functional value of transforming the surrounding environment into his own cultural structure and develop himself. The teacher is not only the object of children's cultural exchange, but also the subject of cultural exchange. On the one hand, he should transform the cultural object so that it can be presented in the form that children can easily perceive. On the other hand, he should further study the children's culture, and carry on the deep cultural exchange with the children. Through such an interactive process, it is necessary to seek the cultural significance of the children from the perspective of their own culture, and provide a reference for the understanding of the children. Children's own culture and cultural objects realize "visual integration", which means that children realize the construction of meaning of cultural objects, that is, cultural identity. Cultural identity activities are manifested in two levels. One level is the recognition of children's culture to the meaning of cultural objects, and the integration of their own cultural structure to form individual cultural significance. Another level is that children seek the affirmation of self-understanding and constructive activities from the attitude of others, strengthen the consciousness of self-cultural construction, and promote the emergence of new cultural structure. The former kind of cultural identity is the identity of "master and self". The latter kind of identity is the identity of "guest I". The return of the New Curriculum of basic Education to the Life World of Children in China. It is necessary to establish a new curriculum development model to meet the demands of practice. The research of children's culture curriculum is responding to the call of curriculum reform in basic education. It provides a cultural perspective for the effective implementation of the national curriculum, a paradigm for the development of the school-based curriculum and a direction for the formation of the school curriculum culture.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2004
【分類號(hào)】：G612

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前2條

1 錢雨;兒童文化研究[D];華東師范大學(xué);2008年

2 毛曙陽(yáng);兒童游戲與兒童文化[D];南京師范大學(xué);2008年

相關(guān)碩士學(xué)位論文 前7條

1 王世偉;小學(xué)德育教科書功能性模塊設(shè)計(jì)研究[D];華東師范大學(xué);2005年

2 胡術(shù)恒;兒童觀及其對(duì)教育觀的制約與影響[D];東北師范大學(xué);2006年

3 侯海鳳;自在世界與規(guī)范世界[D];湖南師范大學(xué);2007年

4 張海麗;對(duì)幼兒教材現(xiàn)狀的調(diào)查與分析[D];華南師范大學(xué);2007年

5 吳慧源;多元文化背景下廣西幼兒園藝術(shù)教育課程研究[D];廣西師范大學(xué);2008年

6 蘇勤;回歸童真—豐子愷的兒童文化思想及其課程論意蘊(yùn)[D];華東師范大學(xué);2008年

7 鄭軒;兒童文化視角下幼兒園集體教學(xué)活動(dòng)的研究[D];浙江師范大學(xué);2012年

本文編號(hào)：1357518