【摘要】：幼兒園生活化課程的實(shí)施是幼教工作者在新世紀(jì)所面臨的一項(xiàng)重要課題。綜合國(guó)內(nèi)外和生活化課程有關(guān)的研究，可以得出，適宜于兒童發(fā)展的課程應(yīng)該是生活化的。近年來(lái)，在借鑒國(guó)外先進(jìn)理念以及實(shí)踐經(jīng)驗(yàn)的基礎(chǔ)上，我國(guó)幼教工作者也對(duì)生活化課程的實(shí)施展開了積極的探索。但從實(shí)踐層面來(lái)看，教師在理解和行動(dòng)上還存在不少誤區(qū)，并且缺乏具體的策略指導(dǎo)，難以推進(jìn)生活化課程的深入發(fā)展。 本文以上海市兩所幼兒園為研究對(duì)象，通過(guò)觀察、訪談、文本分析等方法，一方面，與老師共同反思了生活化課程實(shí)施中的誤區(qū)，另一方面，初步梳理和分析了生活化課程的實(shí)施策略。 研究顯示，在幼兒園生活化課程的實(shí)施中，存在六個(gè)方面的誤區(qū)：一是將生活化課程理解為生活技能的訓(xùn)練，二是將生活化課程理解為主題活動(dòng)，三是片面理解“課程源于生活”，四是片面理解“課程高于生活”，五是片面理解“課程結(jié)合生活開展”，六是認(rèn)為生活化課程和知識(shí)教學(xué)矛盾。 本研究還從把握尋常時(shí)刻、拓展課程視野、結(jié)合課程文本與生活這三個(gè)方面總結(jié)出生活化課程實(shí)施的七條策略，即強(qiáng)化尋常時(shí)刻的教育意識(shí)，，在滲透、捕捉和支持中把握尋常時(shí)刻，結(jié)合社會(huì)生活開發(fā)課程內(nèi)容，結(jié)合社會(huì)生活開發(fā)課程實(shí)施途徑，根據(jù)生活實(shí)際豐富文本，根據(jù)生活關(guān)聯(lián)整合文本以及根據(jù)生活資源調(diào)整文本。
[Abstract]:The implementation of kindergarten life-oriented curriculum is an important subject for kindergarten educators in the new century. By synthesizing domestic and international studies and life curriculum, it can be concluded that the curriculum suitable for children's development should be life-oriented. In recent years, on the basis of drawing lessons from foreign advanced ideas and practical experience, Chinese preschool teachers have also carried out active exploration on the implementation of the curriculum of life. But from the practical level, there are still many misunderstandings in understanding and action of teachers, and lack of specific strategic guidance, it is difficult to promote the in-depth development of life-oriented curriculum. This article takes two kindergartens in Shanghai as the research object, through observation, interview, text analysis and other methods, on the one hand, with the teachers to reflect on the misunderstanding in the implementation of the curriculum, on the other hand, The implementation strategy of the life-oriented curriculum is preliminarily combed and analyzed. The study shows that there are six misunderstandings in the implementation of the life curriculum in kindergarten: one is to understand the life course as the training of life skills, the other is to understand the life course as the theme activity. The third is one-sided understanding of "curriculum originates from life", the fourth is one-sided understanding of "curriculum above life", the fifth is one-sided understanding of "curriculum combined with life", and the sixth is the contradiction between life curriculum and knowledge teaching. This study also from grasp the ordinary moment, expand the curriculum vision, combine the curriculum text and life these three aspects summed up the seven strategies of life curriculum implementation, that is, to strengthen the ordinary moment of education awareness, in the infiltration, In order to capture and support the ordinary moment, combining the social life development curriculum content, the social life development curriculum implementation way, according to the life actual rich text, according to the life relevance conformity text and the adjustment text according to the life resources.
【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】：2006
【分類號(hào)】：G612

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本文編號(hào)：2369766