本文選題：臺灣地區(qū) + 課程標(biāo)準(zhǔn)　； 參考：《云南師范大學(xué)》2017年碩士論文

【摘要】：1929年頒布的《幼稚園暫行課程標(biāo)準(zhǔn)》,翻開了臺灣幼兒園課程標(biāo)準(zhǔn)的新篇章,幼兒園的教育教學(xué)從此有章可循。隨著時代的進步和學(xué)前教育的蓬勃發(fā)展,該課程標(biāo)準(zhǔn)先后經(jīng)歷了六次修訂:1932年第一次修訂、1936年第二次修訂、1953年第三次修訂、1975年第四次修訂、1987年第五次修訂和2012年第六次修訂。2012年以前的很長一段時間,臺灣幼兒園的教育教學(xué)一直沿用1987年的《幼稚園課程標(biāo)準(zhǔn)》,到了2012年,臺灣“教育部”出臺了《幼兒園教�；顒诱n程暫行大綱》,取代了1987年的《幼稚園課程標(biāo)準(zhǔn)》,成為新時期臺灣幼兒園設(shè)計與規(guī)劃課程與教學(xué)的重要依據(jù)。本論文采用文獻法和比較法梳理了臺灣歷次幼兒園課程標(biāo)準(zhǔn)的發(fā)展脈絡(luò),全面分析和討論了《幼兒園教�；顒诱n程暫行大綱》的出臺背景和制定過程、主要內(nèi)容、特色以及對大陸幼兒園課程標(biāo)準(zhǔn)的啟示。《幼兒園教�；顒诱n程暫行大綱》是臺灣政治、經(jīng)濟、社會和教育四種因素催生的產(chǎn)物。近年來,臺灣堅守民主化與多元化的政治導(dǎo)向;面臨經(jīng)濟轉(zhuǎn)型帶來的機遇和挑戰(zhàn);人口結(jié)構(gòu)變化促成幼兒園課程變革;原有的幼教政策局限呼吁《新課綱》的出臺。因此,臺灣頒布了《幼兒園教保活動課程暫行大綱》,以反映新的時代特征。當(dāng)然,《幼兒園教保活動課程暫行大綱》的出臺不是一蹴而就的,先后經(jīng)歷了實證研究階段、實驗階段、形成和推廣階段,并且各個階段的任務(wù)和側(cè)重點不同。《幼兒園教�；顒诱n程暫行大綱》全面描繪了臺灣幼兒園的發(fā)展圖景,具體包括以下幾方面內(nèi)容:秉承“仁”的教育宗旨,規(guī)定明確的保教意義和范圍,追求全人發(fā)展的教育目標(biāo),堅守互動發(fā)展的基本理念,制定操作性強的實施原則。此外,重點規(guī)劃了幼兒的學(xué)習(xí)和發(fā)展領(lǐng)域,即身體動作與健康、認(rèn)知、語文、社會、情緒和美感六大領(lǐng)域,并且每個領(lǐng)域都圍繞領(lǐng)域目標(biāo)、領(lǐng)域內(nèi)涵和實施原則展開論述。通過對比1987年的《幼稚園課程標(biāo)準(zhǔn)》和《幼兒園教�；顒诱n程暫行大綱》,筆者歸納出《幼兒園教保活動課程暫行大綱》的特色包括:重視社會文化的文化取向,關(guān)注學(xué)習(xí)能力的目標(biāo)取向,突出情緒體驗的情意取向以及塑造反思型教師的反思取向。最后,筆者將臺灣地區(qū)的《幼兒園教保活動課程暫行大綱》與大陸的《3-6歲兒童學(xué)習(xí)與發(fā)展指南》進行比較,并對大陸的幼兒園課程標(biāo)準(zhǔn)提出如下啟示,即課程設(shè)計多方資源與學(xué)習(xí)內(nèi)容整合,課程內(nèi)容社會文化與學(xué)習(xí)能力并重,課程實施重視支持系統(tǒng)與實驗推廣并進,課程評價全程性與反思性有機結(jié)合。
[Abstract]:The "kindergarten provisional curriculum standard", promulgated in 1929, opened a new chapter in the curriculum standard of Taiwan kindergarten. The education and teaching of the kindergarten have been followed. With the progress of the times and the vigorous development of preschool education, the curriculum standard has been revised six times successively: the first revision in 1932, the second revision in 1936, and the third revision in 1953. The fourth revision of 1975, the fifth revision of 1987 and the sixth revision of 2012.2012 years ago, the education and teaching of the kindergartens in Taiwan have been used in 1987 < kindergarten curriculum standard >. In 2012, the "Ministry of education" of Taiwan introduced the interim program for the kindergarten teaching and insurance activities, replacing the 1987 "naive". The standard of garden curriculum has become an important basis for the curriculum and teaching of the design and planning of kindergartens in Taiwan in the new period. This paper has used the literature method and comparative method to sort out the development of the curriculum standards of the kindergartens in Taiwan, and comprehensively analyzed and discussed the background and process of the introduction of the interim program for the teaching and insurance activities of kindergartens. Color and the enlightenment to the curriculum standards of the mainland kindergarten. The interim program for the curriculum of kindergarten education and insurance activities is the product of four factors in Taiwan's political, economic, social and educational factors. In recent years, Taiwan sticks to the political orientation of democratization and pluralism; facing the opportunities and challenges brought by the economic transformation; the demographic changes contributed to the kindergarten curriculum. Reform, the original education policy limitations call for the introduction of the new curriculum. Therefore, Taiwan promulgated the interim program of the kindergarten teaching and insurance activities to reflect the new characteristics of the times. Of course, the introduction of the interim program for the kindergarten teaching and insurance activities is not easy, and has experienced the stage of empirical research, the experimental stage, the formation and promotion of the stage. The mission and emphasis of each stage are different. The Interim Outline of the curriculum for kindergarten teaching and insurance activities comprehensively describes the development of Taiwan kindergarten, including the following aspects: adhering to the educational purpose of "benevolence", providing a clear meaning and scope of education, pursuing the educational goals of the whole human development, and adhering to the basis of the interactive development. In addition, it focuses on six fields of physical action and health, cognition, language, society, emotion and beauty, and each field is discussed around the field goals, the domain connotation and the implementation. By comparing the kindergarten curriculum standards of 1987. "The provisional syllabus for teaching and insurance activities in kindergartens", the author summed up the characteristics of the interim syllabus of the kindergarten teaching and insurance activities, including the cultural orientation of the social culture, the orientation of the learning ability, the emotional orientation of the emotional experience and the reflection orientation of the reflective teachers. Finally, the author of the Taiwan area is the kindergarten. The interim program of teaching and insurance activities is compared with the guide to the study and development of children <3-6 years old in the mainland, and the following enlightenment is made to the curriculum standards of the mainland for the kindergarten, that is, the integration of multi resource and learning content, the importance of both the social culture and the learning ability of the curriculum, the importance of the curriculum implementation and the promotion and development of the experiment. The evaluation of the whole process and the reflection of the organic combination.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G612

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