【摘要】： 我國(guó)幼兒園課程歷經(jīng)改革，但仍有許多不盡人意之處，，這與現(xiàn)代主義以及現(xiàn)代課程理論對(duì)人們思維的束縛不無(wú)關(guān)系。本文試圖從后現(xiàn)代課程理論吸取精華，為我國(guó)幼兒園課程改革尋找一些新的思路。 文章首先介紹了皮納(Pinar)、多爾(Doll)、卡普拉(Capra)、斯拉特瑞(Slattery)等人的后現(xiàn)代課程理論，并概括出了后現(xiàn)代課程的一些基本特征：多元性；非體系化；關(guān)注復(fù)雜性；強(qiáng)調(diào)情境性；人文性。 文章的第二部分主要從課程概念、課程目標(biāo)、課程內(nèi)容、課程實(shí)施和課程評(píng)價(jià)等角度入手，分析了當(dāng)前我國(guó)幼兒園課程的現(xiàn)代性表現(xiàn)及其弊端，并從后現(xiàn)代課程理念出發(fā)對(duì)這些問(wèn)題作了重新思考。文章認(rèn)為幼兒園課程的現(xiàn)代性主要體現(xiàn)在其二元論思維方式；對(duì)課程計(jì)劃和課程目標(biāo)的崇信；課程本身的封閉性；忽視教師和兒童在課程中的權(quán)力等多個(gè)方面。 在第三部分，文章首先論述了當(dāng)前引入后現(xiàn)代課程觀的必要性和可能性，并提出和論證了意大利瑞吉?dú)W學(xué)前教育系統(tǒng)的課程已具有了后現(xiàn)代課程的特征。然后結(jié)合瑞吉?dú)W的實(shí)例，文章從課程、課程中的兒童、課程中的教師、課程中的評(píng)價(jià)等幾個(gè)方面，分別闡述了后現(xiàn)代課程關(guān)于課程的動(dòng)態(tài)性、自組織、教師角色、反思等具體主張對(duì)我國(guó)幼兒園課程改革的啟示。文章最后提出幼兒園課程改革最應(yīng)借鑒的是后現(xiàn)代課程理論在思考課程問(wèn)題時(shí)的后現(xiàn)代思維方式，這才是根本的。
[Abstract]:The kindergarten curriculum in our country has been reformed, but there are still many unsatisfactory points, which have something to do with the bondage of modernism and modern curriculum theory to people's thinking. This paper tries to absorb the essence from the postmodern curriculum theory and find some new ideas for the kindergarten curriculum reform in our country. This paper first introduces the postmodern curriculum theory of Pinar (Pinar), (Doll), (Doll), Capra, (Capra), Slatterre, et al., and summarizes some basic features of the postmodern curriculum: pluralism; desystematization; attention to complexity; emphasis on situational; humanism. The second part of the article mainly from the curriculum concept, the curriculum goal, the curriculum content, the curriculum implementation and the curriculum appraisal and so on angle, has analyzed the present our country kindergarten curriculum modernity performance and its malpractice. This paper reconsiders these problems from the view of postmodern curriculum. This paper holds that the modernity of kindergarten curriculum is mainly reflected in its dualistic thinking mode, its adoration of curriculum planning and curriculum objectives, the closeness of curriculum itself, and the neglect of teachers' and children's rights in the curriculum. In the third part, the article first discusses the necessity and possibility of introducing the postmodern curriculum concept, and puts forward and proves that the curriculum of Italian Reggio pre-school education system has the characteristics of post-modern curriculum. Then, with the example of Reggio, this paper expounds the dynamic, self-organizing, and teacher roles of the post-modern curriculum from the aspects of curriculum, children, teachers, evaluation and so on. Reflection and other specific proposals for the kindergarten curriculum reform in China. At the end of the article, the author points out that the most important thing for kindergarten curriculum reform is the postmodern thinking mode of postmodern curriculum theory when thinking about curriculum problems, which is fundamental.
【學(xué)位授予單位】：華南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2002
【分類號(hào)】：G612.3

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 袁愛(ài)玲;冷靜思考園本課程的熱潮[J];學(xué)前教育研究;2002年04期

相關(guān)碩士學(xué)位論文 前3條

1 付民杰;基于藝術(shù)作品欣賞的幼兒園舞蹈課程實(shí)施[D];西南大學(xué);2011年

2 劉曉燕;人文關(guān)懷理念下的幼兒園課程構(gòu)建[D];內(nèi)蒙古師范大學(xué);2009年

3 呂新華;后現(xiàn)代課程觀對(duì)我國(guó)基礎(chǔ)教育課程改革的影響研究[D];山東師范大學(xué);2010年

本文編號(hào)：2282836