本文關(guān)鍵詞： 美國 中國 幼兒數(shù)學(xué)教育課程標(biāo)準(zhǔn)　出處：《陜西師范大學(xué)》2011年碩士論文　論文類型：學(xué)位論文

【摘要】：目前世界各國在教育改革的大潮中,都將課程標(biāo)準(zhǔn)的構(gòu)建放在了一個(gè)重要的位置。作為基礎(chǔ)教育課程改革重要組成部分的幼兒園課程同樣如此。但是在我國,官方上沒有幼兒園課程標(biāo)準(zhǔn)或是幼兒園某個(gè)領(lǐng)域課程標(biāo)準(zhǔn)。而幼兒園課程標(biāo)準(zhǔn)的缺失導(dǎo)致了我國幼兒園教育的實(shí)施出現(xiàn)了各種各樣的困惑。幼兒園數(shù)學(xué)教育尤其如此。因此我們有必要建構(gòu)一個(gè)幼兒園數(shù)學(xué)課程標(biāo)準(zhǔn)。這有助于豐富我國幼兒園數(shù)學(xué)教育課程理論,同時(shí)對(duì)幼兒園教師的實(shí)踐活動(dòng)具有整體上的指導(dǎo)意義。 本研究首先通過內(nèi)容分析法對(duì)美國幼兒數(shù)學(xué)教育課程標(biāo)準(zhǔn)改革歷史中的1989年《標(biāo)準(zhǔn)》、2000年《原則與標(biāo)準(zhǔn)》、2006年《課程焦點(diǎn)》頒布的背景、內(nèi)容框架進(jìn)行了梳理,并進(jìn)行了評(píng)析,得出美國幼兒數(shù)學(xué)教育課程改革經(jīng)歷了形成——改進(jìn)——完善階段。 其次從研制過程、整體框架、指導(dǎo)原則、內(nèi)容標(biāo)準(zhǔn)、過程標(biāo)準(zhǔn)五方面具體分析目前美國的幼兒數(shù)學(xué)教育課程標(biāo)準(zhǔn),即2000年《原則于標(biāo)準(zhǔn)》的先學(xué)前～2年級(jí)這個(gè)學(xué)段的標(biāo)準(zhǔn)。發(fā)現(xiàn)：美國幼兒數(shù)學(xué)教育課程標(biāo)準(zhǔn)的參與者非常廣泛,研制過程具有透明性；整體框架指出了標(biāo)準(zhǔn)的核心內(nèi)容,包括指導(dǎo)原則、內(nèi)容標(biāo)準(zhǔn)與過程標(biāo)準(zhǔn)；內(nèi)容標(biāo)準(zhǔn)具體豐富,包括“數(shù)與運(yùn)算”、“幾何”、“測(cè)量”、“代數(shù)”、“概率論與數(shù)理統(tǒng)計(jì)”領(lǐng)域；過程標(biāo)準(zhǔn)與內(nèi)容標(biāo)準(zhǔn)相輔相成。 然后,借助美國幼兒數(shù)學(xué)教育課程標(biāo)準(zhǔn)的歷史分析以及對(duì)美國2000年《原則于標(biāo)準(zhǔn)》的先學(xué)前～2年級(jí)這個(gè)學(xué)段標(biāo)準(zhǔn)的詳細(xì)分析,對(duì)我國幼兒園數(shù)學(xué)教育課程改革提出啟示：加強(qiáng)幼兒園數(shù)學(xué)教育課程在幼兒園中的地位；加大對(duì)幼小數(shù)學(xué)課程銜接的指導(dǎo)；提高幼兒園數(shù)學(xué)教育課程改革研制過程的透明性；完善幼兒園數(shù)學(xué)教育課程體系；豐富幼兒園數(shù)學(xué)教育課程內(nèi)容；建立過程目標(biāo)與內(nèi)容目標(biāo)并重的目標(biāo)體系；繼承幼兒園數(shù)學(xué)教育課程的傳統(tǒng)：促進(jìn)幼兒教師數(shù)學(xué)素養(yǎng)的提高；應(yīng)對(duì)趨勢(shì)發(fā)展,幼小師資培訓(xùn)體化。 最后,對(duì)我國構(gòu)建幼兒園數(shù)學(xué)課程標(biāo)準(zhǔn)提出思考與建議： 1.要加強(qiáng)幼兒數(shù)學(xué)教育理論的研究,為標(biāo)準(zhǔn)制定提供科學(xué)依據(jù) 2.反思幼兒園數(shù)學(xué)教育課程改革歷史,構(gòu)建幼兒園課程標(biāo)準(zhǔn)模式 3.處理好綜合教育改革與幼兒園課程標(biāo)準(zhǔn)之間的關(guān)系
[Abstract]:At present, in the tide of education reform, the construction of curriculum standard has been placed in an important position. So is the kindergarten curriculum, which is an important part of the basic education curriculum reform. But in our country, There is no official kindergarten curriculum standard or a kindergarten curriculum standard, and the lack of kindergarten curriculum standard has led to a variety of puzzles in the implementation of kindergarten education in China, especially in kindergarten mathematics education. Therefore, it is necessary for us to construct a kindergarten mathematics curriculum standard, which is helpful to enrich the curriculum theory of kindergarten mathematics education in our country. At the same time, the practical activities of kindergarten teachers have the overall guiding significance. This study firstly combs the background and content framework of the Curriculum focus of Curriculum in American early Childhood Education Curriculum Reform History by means of content analysis, including 1989, 2000, 2006, and analyzes the content framework. It is concluded that the curriculum reform of American infant mathematics education has experienced the stage of formation-improvement-perfection. Secondly, from the development process, the overall framework, the guiding principle, the content standard and the process standard, the author analyzes the current curriculum standards of infant mathematics education in the United States. That is, in 2000, the standard of the first pre-school year and the second grade of the first grade, found that: the participants of the American curriculum standard for early childhood mathematics education are very extensive, and the development process is transparent; the overall framework points out the core content of the standard. It includes guiding principle, content standard and process standard, concrete and rich content standard, including "number and operation", "geometry", "measurement", "algebra", "probability theory and mathematical statistics", and process standard and content standard complement each other. Then, with the help of the historical analysis of the American curriculum standards for early childhood mathematics education and the detailed analysis of the pre-school second grade standard of the United States in 2000, The author puts forward some enlightenment to the reform of mathematics education curriculum in kindergarten in China: strengthening the position of mathematics education curriculum in kindergarten, strengthening the guidance of linking mathematics curriculum in kindergarten, improving the transparency of the reform and development process of mathematics education curriculum in kindergarten; Improve the curriculum system of kindergarten mathematics education; enrich the curriculum content of kindergarten mathematics education; establish a goal system with equal emphasis on process goals and content objectives; inherit the tradition of kindergarten mathematics education curriculum; promote the improvement of kindergarten teachers' mathematical literacy; To cope with the trend of development, young teachers training body. Finally, the author puts forward some thoughts and suggestions on the construction of kindergarten mathematics curriculum standards in China. 1. To strengthen the research on the theory of infant mathematics education, and to provide the scientific basis for the establishment of standards. 2. To reflect on the history of curriculum reform of kindergarten mathematics education and to construct the model of kindergarten curriculum standard. 3. Deal with the relationship between comprehensive education reform and kindergarten curriculum standards
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G613.4

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 宋占美;課程標(biāo)準(zhǔn)化背景下美國學(xué)前教育課程實(shí)踐與存在問題的研究[D];華東師范大學(xué);2012年

相關(guān)碩士學(xué)位論文 前1條

1 萬超;美國信息技術(shù)輔助幼兒園教學(xué)的特點(diǎn)及啟示[D];東北師范大學(xué);2012年

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本文編號(hào)：1524218