本文選題：幼兒園課程改革 + 文化變遷�。� 參考：《內(nèi)蒙古師范大學(xué)》2010年碩士論文

【摘要】： 文化因素是制約課程改革的深層因素。課程與文化密不可分,課程來(lái)源于文化,文化作為課程的母體,決定著課程的文化品性。文化的變遷使課程變革成為需要和可能,課程變革是文化變遷在教育領(lǐng)域的表現(xiàn)。課程的文化適應(yīng)性制約著課程改革的進(jìn)一步深入。少數(shù)民族地區(qū)的課程變革是在多樣與復(fù)雜文化背景下進(jìn)行的,因而文化對(duì)課程發(fā)展的影響作用更加突出。少數(shù)民族地區(qū)的幼兒園課程變革,由于文化背景的多樣性與復(fù)雜性,會(huì)表現(xiàn)出與主流民族地區(qū)幼兒園課程變革的差異性。本文以一個(gè)新的視角,即文化的視角來(lái)分析改革開(kāi)放以來(lái)內(nèi)蒙古地區(qū)幼兒園課程改革的歷程,以期說(shuō)明不同文化對(duì)幼兒園課程的變革具有不同的影響,進(jìn)而從文化角度分析內(nèi)蒙古地區(qū)幼兒園課程改革存在的問(wèn)題,并提出促進(jìn)該地區(qū)幼兒園課程變革進(jìn)一步發(fā)展的實(shí)踐策略。為少數(shù)民族地區(qū)幼兒園課程的建設(shè)與發(fā)展服務(wù)。 本文共分為五個(gè)部分: 第一部分為前言部分,對(duì)論文問(wèn)題的提出、研究的意義、研究的目的、文獻(xiàn)綜述、研究的方法、研究的思路進(jìn)行了簡(jiǎn)要的介紹。 第二部分探討了改革開(kāi)放以來(lái)內(nèi)蒙古地區(qū)幼兒園課程變革的動(dòng)因,分析了社會(huì)發(fā)展的要求、教育觀念的更新、國(guó)家的基礎(chǔ)教育課程改革以及幼兒園課程發(fā)展自身存在的問(wèn)題對(duì)幼兒園課程變革的推動(dòng)。 第三部分闡述了內(nèi)蒙古地區(qū)幼兒園課程變革的歷程。首先對(duì)該地區(qū)幼兒園課程變革的基本模式加以總結(jié),然后以課程的組成要素,即課程觀念、課程目標(biāo)、課程內(nèi)容、課程實(shí)施、課程評(píng)價(jià)為線索來(lái)梳理這一變革歷程,為進(jìn)一步的文化分析奠定基礎(chǔ)。 第四部分是論文的難點(diǎn)也是創(chuàng)新點(diǎn),從文化角度分析了改革開(kāi)放以來(lái)內(nèi)蒙古地區(qū)幼兒園課程改革的歷程。文化是在動(dòng)態(tài)的交流、沖突、融合中不斷的變遷的。這一部分以動(dòng)態(tài)的文化過(guò)程為框架,來(lái)分析幼兒園課程變革中存在的問(wèn)題。 第五部分是針對(duì)內(nèi)蒙古地區(qū)幼兒園課程變革中存在的問(wèn)題而提出相應(yīng)的實(shí)踐策略。以文化自覺(jué)的理論為指導(dǎo),從國(guó)家到地方再到幼兒園,以宏觀到微觀為邏輯順序,以提高少數(shù)民族文化的自覺(jué)為目的,構(gòu)建了一個(gè)文化自覺(jué)實(shí)踐策略體系。
[Abstract]:The cultural factor is the deep factor which restricts the curriculum reform.Curriculum and culture are inseparable, the curriculum comes from culture, culture as the mother body of the curriculum, determines the cultural character of the curriculum.The change of culture makes the reform of curriculum necessary and possible. Curriculum change is the manifestation of cultural change in the field of education.The cultural adaptability of curriculum restricts the further development of curriculum reform.The curriculum reform in minority areas is carried out under the background of diverse and complex culture, so the influence of culture on curriculum development is more prominent.Because of the diversity and complexity of the cultural background, the curriculum reform of kindergartens in minority areas will show the difference from that in the mainstream minority areas.This paper analyzes the course of kindergarten curriculum reform in Inner Mongolia since the reform and opening up to the outside world from a new perspective, that is, culture, in order to show that different cultures have different influences on the reform of kindergarten curriculum.From the perspective of culture, this paper analyzes the problems existing in curriculum reform of kindergartens in Inner Mongolia, and puts forward practical strategies to promote the further development of curriculum reform in kindergartens in Inner Mongolia.To serve the construction and development of kindergarten curriculum in ethnic minority areas.This paper is divided into five parts:The first part is the preface. It briefly introduces the questions of the paper, the significance of the research, the purpose of the research, the literature review, the research methods and the research ideas.The second part discusses the motivation of curriculum reform in kindergartens in Inner Mongolia since the reform and opening up, analyzes the requirements of social development and the renewal of educational concepts.The reform of national basic education curriculum and the problems existing in the development of kindergarten curriculum promote the reform of kindergarten curriculum.The third part expounds the course of curriculum reform of kindergarten in Inner Mongolia.Firstly, it summarizes the basic mode of curriculum reform in this area, and then combs the course of reform with the elements of curriculum, that is, curriculum concept, curriculum objective, curriculum content, curriculum implementation and curriculum evaluation.Lay the foundation for further cultural analysis.The fourth part is the difficulty and innovation of the thesis, and analyzes the course of kindergarten curriculum reform in Inner Mongolia since reform and opening up from the cultural point of view.Culture is constantly changing in dynamic communication, conflict, and integration.This part takes the dynamic cultural process as the frame to analyze the problems existing in the kindergarten curriculum reform.The fifth part is to put forward the corresponding practical strategies in view of the problems existing in the curriculum reform of kindergartens in Inner Mongolia.Under the guidance of the theory of cultural consciousness, from state to place to kindergarten, taking macro to micro as the logical order, and aiming at improving the consciousness of minority culture, this paper constructs a practical strategy system of cultural consciousness.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G612

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 蔡淑蘭;楊志娟;;民族地區(qū)基礎(chǔ)教育課程變革的文化研究——以內(nèi)蒙古地區(qū)為例[J];內(nèi)蒙古師范大學(xué)學(xué)報(bào)(教育科學(xué)版);2012年06期

2 李云淑;;福建省城鄉(xiāng)幼兒教師課程實(shí)施行為水平比較研究[J];漳州師范學(xué)院學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2012年04期

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本文編號(hào)：1770959