本文選題：生活世界 + 幼兒生活世界��； 參考：《上海師范大學(xué)》2006年碩士論文

【摘要】：幼兒的教育總是與幼兒的生活并行的。在教育史上，中西方許多學(xué)者都曾經(jīng)對幼兒生活教育理論做出過闡述。20世紀(jì)初，當(dāng)胡塞兒提出“生活世界”概念后，國內(nèi)外幼兒教育研究者更加關(guān)注怎樣從生活中挖掘幼兒教育資源，引導(dǎo)幼兒了解生活、感受生活、豐富生活、創(chuàng)造生活，進(jìn)而啟迪其智慧、發(fā)展其能力、培養(yǎng)其個性、陶冶其情操，使面向幼兒生活世界進(jìn)行教學(xué)成為當(dāng)前幼兒教育研究中一個重大的理論和實(shí)踐問題。本論文的主要內(nèi)容分為三部分： 第一部分，我國幼兒教學(xué)的現(xiàn)狀審視。通過實(shí)地觀察與文獻(xiàn)分析，，本部分對我國幼兒教學(xué)的現(xiàn)狀進(jìn)行了審視，認(rèn)為當(dāng)前幼兒教學(xué)的誤區(qū)主要表現(xiàn)在：教學(xué)目標(biāo)片面，教學(xué)內(nèi)容狹隘，教學(xué)手段與方法保守，教學(xué)評價靜態(tài)。幼兒教學(xué)中的這些行為違背了培養(yǎng)“完整的兒童”的幼兒教育的目標(biāo)，違背了因材施教的原則，違背了幼兒的學(xué)習(xí)過程也是幼兒的成長過程的規(guī)律，不利于幼兒對學(xué)習(xí)內(nèi)容的全面、有效掌握。在反思的基礎(chǔ)上，本文得出了當(dāng)前幼兒教學(xué)與幼兒生活世界相隔離的結(jié)論，具體體現(xiàn)在與幼兒天性隔離，與幼兒的興趣、愛好和經(jīng)驗隔離，與自然、社會隔離等。 第二部分，面向幼兒生活世界教學(xué)的理論追尋。作者首先闡述了生活世界的內(nèi)涵和特征、幼兒生活世界的內(nèi)涵和特征，然后從教育學(xué)、心理學(xué)、課程論的角度分析了面向幼兒生活世界教學(xué)的理論依據(jù)，認(rèn)為幼兒教學(xué)應(yīng)關(guān)注幼兒的生長歷程，尊重幼兒的生命，煥發(fā)幼兒生命活力，引導(dǎo)幼兒“學(xué)會共同生活”。 第三部分，面向幼兒生活世界教學(xué)的實(shí)踐探索。在此部分，本文提出了目標(biāo)性、基礎(chǔ)性、整合性、活動性、差異性等面向幼兒生活世界的教學(xué)原則，同時提出了為幼兒創(chuàng)設(shè)寬松、和諧的外部環(huán)境，選擇適當(dāng)?shù)慕虒W(xué)內(nèi)容，提供充足、直觀的教學(xué)材料，創(chuàng)造形式多樣的游戲活動等教學(xué)策略，并對日常生活活動、游戲活動、專門性學(xué)習(xí)活動等三種教學(xué)活動形式進(jìn)行案例了分析。
[Abstract]:The education of young children is always parallel to the life of children. In the history of education, many scholars in China and the West have expounded the theory of infant life education in the beginning of the 20th century, when Huser put forward the concept of "life world". Early childhood education researchers at home and abroad pay more attention to how to excavate early childhood education resources from life, guide children to understand life, feel life, enrich life, create life, enlighten their wisdom, develop their ability and cultivate their individuality. It is an important theoretical and practical problem in the study of preschool education to cultivate its sentiment and make teaching oriented to the life world of young children. The main content of this paper is divided into three parts: The first part is about the current situation of preschool teaching in China. Through field observation and literature analysis, this part examines the present situation of infant teaching in our country, and thinks that the misunderstandings of infant teaching are mainly manifested in: the teaching goal is one-sided, the teaching content is narrow, the teaching means and methods are conservative. Static teaching evaluation. These behaviors in early childhood teaching run counter to the goal of cultivating "complete children", to the principle of teaching in accordance with their aptitude, and to the law of the process of children's growth in the process of learning. It is not good for children to master the learning content comprehensively and effectively. On the basis of introspection, this paper draws the conclusion that the current infant teaching is isolated from the life world of young children, which is embodied in the isolation of children's nature, their interests, hobbies and experiences, and the isolation of nature and society, and so on. The second part, facing the theoretical pursuit of infant life world teaching. The author first expounds the connotation and characteristics of the life world and the connotation and characteristics of the life world of young children, and then analyzes the theoretical basis for the teaching of the life world of young children from the angles of pedagogy, psychology and curriculum theory. The author thinks that the infant teaching should pay attention to the growth course of the child, respect the child's life, coruscate the life vigor of the child, and guide the child to "learn to live together". The third part, facing the practice exploration of the infant life world teaching. In this part, the author puts forward some teaching principles, such as goal, foundation, integration, activity, difference and so on. At the same time, it proposes to create a relaxed and harmonious external environment for children, and to choose appropriate teaching contents. To provide sufficient and intuitive teaching materials, to create various teaching strategies such as game activities, and to analyze the three teaching activities such as daily life activities, games activities and specialized learning activities.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2006
【分類號】：G612.0

【引證文獻(xiàn)】

相關(guān)期刊論文 前3條

1 鄭治;;淺談幼兒心理健康教育策略[J];神州;2012年29期

2 王聲平;;論幼兒教學(xué)對生活世界的回歸[J];網(wǎng)絡(luò)財富;2009年08期

3 邱向琴;孫嫣紅;;在幼兒園主題活動中融入地方文化的意義與方式[J];學(xué)前教育研究;2010年06期

本文編號：1790419