【摘要】：課程創(chuàng)生是當(dāng)前世界課程改革的重要主題之一,契合社會(huì)發(fā)展對(duì)高素質(zhì)人才規(guī)格的需要,適合學(xué)前兒童的發(fā)展和學(xué)前教育的特征,符合我國(guó)的學(xué)前課程管理政策和國(guó)情,因此成為近幾年來(lái)我國(guó)學(xué)前教育改革領(lǐng)域十分關(guān)注的重要問(wèn)題。盡管我國(guó)學(xué)前界并不缺乏與課程創(chuàng)生相關(guān)的理論研究和實(shí)踐探索,但是,以課程創(chuàng)生為題的專(zhuān)門(mén)、系統(tǒng)研究卻相對(duì)較少。基于此,論文以促進(jìn)學(xué)前兒童全面、主動(dòng)而又富有個(gè)性的發(fā)展為根本目的,廣泛吸收“實(shí)踐課程”、“過(guò)程課程”、“情境課程”和“概念重建主義課程”等課程范式的相關(guān)理念,綜合運(yùn)用歷史研究、調(diào)查研究、案例研究等多種研究方法,嘗試性地初步構(gòu)建了學(xué)前課程創(chuàng)生的理論體系。 第一章,闡明了學(xué)前課程創(chuàng)生的本質(zhì)、特征及意義。這是本研究立論的基礎(chǔ)。研究認(rèn)為,學(xué)前課程創(chuàng)生是幼兒園教師主動(dòng)根據(jù)兒童的興趣、需要和發(fā)展實(shí)際,結(jié)合幼兒園現(xiàn)狀,創(chuàng)造性地開(kāi)發(fā)和實(shí)施課程,以促進(jìn)兒童多方面經(jīng)驗(yàn)有效增長(zhǎng)和建構(gòu),實(shí)現(xiàn)兒童全面、主動(dòng)而又富有個(gè)性發(fā)展的過(guò)程。其中,創(chuàng)造性地開(kāi)發(fā)和實(shí)施促進(jìn)兒童多方面經(jīng)驗(yàn)有效增長(zhǎng)和建構(gòu)的課程是學(xué)前課程創(chuàng)生的實(shí)質(zhì);兒童已有的興趣、需要和發(fā)展水平、幼兒園所處的地區(qū)和自身的實(shí)際是學(xué)前課程創(chuàng)生的出發(fā)點(diǎn);教師和兒童是課程創(chuàng)生的主體;實(shí)現(xiàn)兒童全面而富有個(gè)性發(fā)展是學(xué)前課程創(chuàng)生的目的。學(xué)前課程創(chuàng)生具有兒童本位、動(dòng)態(tài)建構(gòu)、差異共存、反思批判和師幼共建等基本特征。學(xué)前課程創(chuàng)生的研究具有十分重要的理論意義和實(shí)踐價(jià)值,它帶來(lái)了學(xué)前課程觀的根本改變,賦予了幼兒教師以課程開(kāi)發(fā)權(quán),促進(jìn)了師幼主體性的共同發(fā)展,極大地提升了學(xué)前課程的適切性。 第二章,考察了學(xué)前課程創(chuàng)生的歷史淵源。本章以社會(huì)對(duì)兒童主體性的承認(rèn)和尊重為邏輯主線,沿著課程創(chuàng)生的思想源流和制度建設(shè)兩條線索,考察了學(xué)前課程創(chuàng)生的發(fā)展軌跡。研究認(rèn)為,西方課程創(chuàng)生經(jīng)歷了古代課程創(chuàng)生個(gè)別元素萌生、近代課程創(chuàng)生重要元素出現(xiàn)、現(xiàn)代課程創(chuàng)生正式誕生和快速發(fā)展三個(gè)時(shí)期;我國(guó)課程創(chuàng)生出現(xiàn)在20世紀(jì)20、30年代,歷經(jīng)了從重視到忽視到重新重視三個(gè)時(shí)期。研究表明,社會(huì)發(fā)展尤其是社會(huì)經(jīng)濟(jì)發(fā)展對(duì)人才規(guī)格的要求是學(xué)前課程創(chuàng)生產(chǎn)生和發(fā)展的根本動(dòng)因;對(duì)兒童主體性的承認(rèn)和尊重是學(xué)前課程創(chuàng)生產(chǎn)生和發(fā)展的必要前提;而課程決策權(quán)力下移則是學(xué)前課程創(chuàng)生產(chǎn)生和發(fā)展的制度保障。 第三章,揭示了學(xué)前課程創(chuàng)生的現(xiàn)狀及存在的問(wèn)題。本研究對(duì)山東省若干幼兒園課程創(chuàng)生現(xiàn)狀的調(diào)查表明,在課程創(chuàng)生的認(rèn)識(shí)和態(tài)度上,絕大多數(shù)幼兒園教師對(duì)課程創(chuàng)生的價(jià)值給予了充分的肯定和認(rèn)同,對(duì)課程創(chuàng)生普遍持贊同的積極態(tài)度,但是,對(duì)自己和自己所在園的課程創(chuàng)生能力與效果的評(píng)價(jià)卻普遍不高;大部分幼兒園和教師已經(jīng)進(jìn)行過(guò)課程創(chuàng)生的嘗試,且有近六成的教師經(jīng)常進(jìn)行課程創(chuàng)生;園本課程的開(kāi)發(fā)是目前幼兒園課程創(chuàng)生最為普遍的形式。研究還表明,當(dāng)前教師課程創(chuàng)生存在著自主意識(shí)薄弱、實(shí)踐與認(rèn)識(shí)反差大、創(chuàng)生程度表淺、創(chuàng)生素質(zhì)欠缺、制度與文化不健全等問(wèn)題。 第四章,分析了學(xué)前課程創(chuàng)生的基本要素。論文強(qiáng)調(diào),在課程目標(biāo)的創(chuàng)生上,要綜合考慮目標(biāo)的全面性、主體性和差異性;在課程內(nèi)容的創(chuàng)生上,要注重內(nèi)容的生活化、多元化和整合化,其中,生活化是內(nèi)容創(chuàng)生的關(guān)鍵;在課程實(shí)施的創(chuàng)生上,要注重自主活動(dòng)性、動(dòng)態(tài)建構(gòu)性和對(duì)話(huà)性,其中,自主活動(dòng)是課程創(chuàng)生實(shí)施的基本活動(dòng)形式。在課程評(píng)價(jià)的創(chuàng)生上,應(yīng)突出以學(xué)前兒童多方面經(jīng)驗(yàn)的有效增長(zhǎng)和意義建構(gòu)為核心,以反思批判為基本途徑和手段。其中,反思主要圍繞課程是否適合兒童的興趣和發(fā)展需要、是否以?xún)和延械慕?jīng)驗(yàn)為基點(diǎn)、是否為兒童提供了自主活動(dòng)的平臺(tái)等方面展開(kāi)。 第五章,提出了學(xué)前課程創(chuàng)生典型的表現(xiàn)形態(tài)和實(shí)現(xiàn)路徑。論文針對(duì)學(xué)前課程創(chuàng)生實(shí)際,提出了園本式課程創(chuàng)生、班本式課程創(chuàng)生、生本式課程創(chuàng)生三種典型的創(chuàng)生表現(xiàn)形態(tài)。其中,園本式課程創(chuàng)生是教師基于幼兒園現(xiàn)有實(shí)際,整合幼兒園內(nèi)外一切可利用的課程資源,創(chuàng)造性地開(kāi)發(fā)和實(shí)施符合本園兒童發(fā)展的課程創(chuàng)生;班本式課程創(chuàng)生是教師立足所在班級(jí)學(xué)前兒童的發(fā)展共性和存在的普遍問(wèn)題以及教師的實(shí)際,充分利用所在班級(jí)的資源,創(chuàng)造性地開(kāi)發(fā)和實(shí)施適合本班兒童發(fā)展的課程;生本式課程創(chuàng)生是教師直接建立在學(xué)前兒童興趣、需要基礎(chǔ)之上,創(chuàng)造性地開(kāi)發(fā)和實(shí)施重在促進(jìn)每一位兒童發(fā)展的課程創(chuàng)生,它是一種真正意義上的兒童本位的課程創(chuàng)生形態(tài)。論文還詳盡闡明了學(xué)前課程創(chuàng)生的實(shí)現(xiàn)路徑,即問(wèn)題聚焦—可行性分析—主題方案設(shè)計(jì)—環(huán)境創(chuàng)設(shè)—主題方案實(shí)施—反思評(píng)價(jià)。 第六章,探討了學(xué)前課程創(chuàng)生的支持系統(tǒng)。本章主要從幼兒教師課程創(chuàng)生素質(zhì)、幼兒園課程管理、幼兒園課程資源三方面展開(kāi)論述。首先,幼兒教師的課程創(chuàng)生素質(zhì)是學(xué)前課程創(chuàng)生之關(guān)鍵,主要包括動(dòng)態(tài)建構(gòu)的知識(shí)結(jié)構(gòu)、執(zhí)著的事業(yè)追求、強(qiáng)烈的創(chuàng)生意識(shí)、突出的創(chuàng)生能力等要素。其次,幼兒園課程管理是學(xué)前課程創(chuàng)生之機(jī)制。其中,園領(lǐng)導(dǎo)的支持與引領(lǐng)是學(xué)前課程創(chuàng)生的重要支持力量;課程創(chuàng)生激勵(lì)制度的建立是學(xué)前課程創(chuàng)生的重要?jiǎng)恿?課程創(chuàng)生文化的營(yíng)造是學(xué)前課程創(chuàng)生的“場(chǎng)效應(yīng)”機(jī)制。第三,幼兒園課程創(chuàng)生資源是學(xué)前課程創(chuàng)生之基礎(chǔ)。園領(lǐng)導(dǎo)和教師要增強(qiáng)課程創(chuàng)生資源的開(kāi)發(fā)與利用意識(shí)、合理建構(gòu)和優(yōu)化課程創(chuàng)生資源結(jié)構(gòu)、提高課程創(chuàng)生資源的開(kāi)發(fā)和利用的有效性。
[Abstract]:The course creation is one of the most important themes of the current world curriculum reform, the needs of the social development for the high-quality talents, the development of the pre-school children and the characteristics of the pre-school education are suitable for the pre-school curriculum management policy and the national conditions of our country, Therefore, it has become an important issue in the field of pre-school education reform in recent years. Although the pre-school community of our country does not lack the theoretical research and practice exploration related to the course creation, the research of the system is relatively small. On the basis of this, the paper aims at promoting the development of pre-school children's comprehensive, initiative and individuality, and widely absorbs the relevant concepts of the curriculum models such as "practice course", "course course", "situational course" and "the concept of reconstructivism", and comprehensively uses various research methods such as historical research, investigation and study, case study and so on. The theoretical system of the creation of the pre-school curriculum is tentatively constructed. The first chapter expounds the nature, character and meaning of the creation of the pre-school curriculum. This is the basis of the theory of the study. The study concluded that the pre-school curriculum creation was the initiative of the kindergarten teacher to develop and implement the course based on the interests, needs and development of the children, in combination with the present situation of the kindergarten, to promote the effective growth and construction of the children's multi-aspect experience, and to realize the children's all-round development. The face, the initiative, and the development of the individuality. The course is that the creative development and implementation of courses that promote effective growth and construction of children's multifaceted experience are the essence of the creation of pre-school curricula; the interest, needs and development levels of children, the areas in which the kindergarten is in, and the reality of their own are the beginning of the creation of pre-school curricula The teacher and the child are the subjects of the course creation; the realization of the full and rich development of the children is the goal of the creation of the pre-school curriculum The pre-school curriculum has the basic of child-based, dynamic construction, differential co-existence, reflection and criticism, and the co-construction of teachers and children. The study of the creation of the pre-school curriculum has very important theoretical and practical value, which brings the fundamental change of the pre-school curriculum view, and gives the early-school teachers the right to develop the curriculum and promote the common development of the teacher and the child's subjectivity, which greatly improves the relevance of the pre-school curriculum. The second chapter examines the history of the creation of the pre-school curriculum. This chapter is based on the recognition and respect of the child's subjectivity as a logical main line in this chapter, and explores the creation of the pre-school curriculum in two clues: the source and the system of the creation of the curriculum. The study is that the creation of individual elements in the course of the ancient curriculum, the emergence of the important elements of the creation of modern courses, the formal birth and the rapid development of the modern curriculum, and the emergence of Chinese curriculum in the 20th century, in that age of the 0 's, the attention to the neglect of the three The research shows that the demand of social development, especially the development of social and economic development, is the fundamental cause of the birth and development of the pre-school curriculum, and the recognition and respect for the child's subjectivity is the creation and development of the pre-school curriculum. Prerequisite; the shift of curriculum decision-making power is the system of the creation and development of the pre-school curriculum The third chapter reveals the status and status of the creation of the pre-school curriculum. The present study shows that most of the kindergarten teachers have given full recognition and identification to the value of the course creation in the course of the students' awareness and attitude. Attitudes, but the evaluation of the students' ability and effect on the course of their own and their own garden is generally not high; most of the kindergartens and teachers have tried the course creation, and nearly 60% of the teachers often enter The development of this course is the most important course in the kindergarten course. The study also shows that the current teacher's curriculum has the weak self-consciousness, the contrast between the practice and the cognition, the superficial of the creation degree, the lack of the creative quality, the system and the culture Sound issues. Chapter IV, Analysis of pre-school curricula The paper emphasizes that, in the creation of the objective of the course, the comprehensive consideration of the comprehensiveness, the subjectivity and the difference of the objective should be taken into consideration; on the creation of the course content, it is necessary to pay attention to the activation, diversification and integration of the content, among which, the activation is the key to the creation of the content; in the course of the course On the basis of the implementation of the course, we should pay attention to the self-activity, the dynamic construction and the development, among which, the autonomous activity is the implementation of the course creation On the basis of curriculum evaluation, the effective growth and the meaning of the multi-aspect experience of the pre-school children should be emphasized as the core, and the criticism is to reflect the criticism. Basic approaches and means, in which the reflection focuses on whether the curriculum is suitable for children's interests and development needs, whether based on the existing experience of children, and whether they are provided with independent activities for children In chapter 5, the author puts forward the typical of the pre-school curriculum. In view of the actual situation of the pre-school curriculum, this paper puts forward three kinds of curriculum creation, class-based course creation and birth-based course creation. A typical form of creative performance, which is based on the existing practice of the kindergarten, all the available curriculum resources inside and outside the kindergarten, and the creative development and implementation of this garden. The course of the children's development is the creation of the course of the development of the children; the creation of the class-class curriculum is the general problem of the development and the existence of the pre-school children in which the teacher is based, as well as the actual situation of the teachers, the resources of the class in which the teacher is located, the creative development and the implementation The course of the children's development in this class; the creation of the birth-oriented course is the direct establishment of the teacher in the pre-school children, which needs to be based on the need for the creative development and implementation of the curriculum creation which focuses on the promotion of the development of every child, which is a real child The paper also expounds the realization path of the creation of the pre-school curriculum, that is, the feasibility of the problem focusing and the subject design and the environment creation. A reflection and evaluation on the implementation of the scheme. Chapter 6, the discussion The support system for the creation of the pre-school curriculum. This chapter is mainly from the kindergarten teacher's curriculum creation quality, the kindergarten course management, the kindergarten In the first place, the curriculum creation quality of the early-school teachers is the key to the creation of the pre-school curriculum, which mainly includes the structure of the dynamic construction, the pursuit of the persistence, and the strong sense of the creation of the students. Second, the kindergarten curriculum tube It is the mechanism of the creation of the pre-school curriculum, in which the support and leadership of the park leader are the important supporting force of the creation of the pre-school curriculum, the establishment of the curriculum creation incentive system is the important motive force of the creation of the pre-school curriculum, and the construction of the curriculum creation culture is the "trunk>" field effect of the creation of the pre-school curriculum Ct " mechanism. The source is the foundation of the creation of the pre-school curriculum. The leading and the teachers of the garden should enhance the development and utilization of the curriculum, construct and optimize the structure of the students' resources, and improve the course creation.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2010
【分類(lèi)號(hào)】：G610-4

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 趙南;;幼兒園選用教材及教師指導(dǎo)用書(shū)的現(xiàn)狀與存在問(wèn)題分析——以湖南省為例[J];湖南師范大學(xué)教育科學(xué)學(xué)報(bào);2013年03期

相關(guān)博士學(xué)位論文 前1條

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相關(guān)碩士學(xué)位論文 前6條

1 秦康柏;復(fù)雜性視域中的課程創(chuàng)生[D];西南大學(xué);2012年

2 王昀;高校宿舍文化建設(shè)研究[D];上海師范大學(xué);2012年

3 王艷萍;五年一貫制學(xué)前專(zhuān)科教育專(zhuān)業(yè)教材選用研究[D];西南大學(xué);2013年

4 楊瀟;高�！耙装唷惫芾韀D];上海師范大學(xué);2013年

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