【摘要】：為深入了解0-3歲親子園課程實(shí)施現(xiàn)狀,發(fā)現(xiàn)0-3歲親子園課程實(shí)施過程中存在的問題,分析原因,探索對(duì)策,促進(jìn)早教行業(yè)持續(xù)改進(jìn)和更好發(fā)展。本研究采用文獻(xiàn)法、訪談法、觀察法等研究方法,從課程目標(biāo)、課程內(nèi)容、課程實(shí)施、課程組織、課程管理和課程評(píng)價(jià)這五個(gè)方面,對(duì)鄂東地區(qū)17家早教機(jī)構(gòu)的親子園早教課程設(shè)置與實(shí)施情況進(jìn)行分析研究。通過訪談?dòng)H子園早教機(jī)構(gòu)的管理者、教師、嬰幼兒家長發(fā)現(xiàn):在親子園早教課程目標(biāo)涵蓋了認(rèn)知領(lǐng)域、情感與動(dòng)作技能等方面,總體上符合嬰幼兒成長和發(fā)展的要求。在早教課程內(nèi)容安排和組織方面,雖然都有教學(xué)計(jì)劃或者親子活動(dòng)計(jì)劃,但不同早教機(jī)構(gòu)的課程活動(dòng)計(jì)劃周期存在一定的差異,且教師在課堂活動(dòng)組織上,一方面,受親子園管理方式制約,另一方面,存在教學(xué)能力、教學(xué)經(jīng)驗(yàn)、家長參與程度、家長積極性等較大程度上的主觀障礙。在早教課程實(shí)施方面,存在組織形式單一、缺乏新意和創(chuàng)造性、教師對(duì)家長和嬰幼兒的個(gè)別指導(dǎo)不夠、親子園早教課程有知識(shí)化傾向、課程設(shè)置與實(shí)施有差異等問題。并分析了產(chǎn)生這些問題的主要原因:一是教師自身的專業(yè)素養(yǎng)不夠,教學(xué)實(shí)施缺乏創(chuàng)新,課程組織不能游刃有余;二是課程方案和教學(xué)設(shè)計(jì)對(duì)個(gè)別指導(dǎo)考慮不夠,有待進(jìn)一步優(yōu)化;三是早教機(jī)構(gòu)市場經(jīng)營理念,左右家長希望寶寶“學(xué)知識(shí)”的需求,課程設(shè)置趨于知識(shí)化;四是家長參與不積極等方面的原因?qū)е抡n程實(shí)施與課程設(shè)置存在較大差異,影響教學(xué)計(jì)劃的落實(shí)。針對(duì)以上問題,本研究分別從課程設(shè)置和課程實(shí)施方面提出建議。課程設(shè)置方面:一是課程的主體內(nèi)容盡可能選取本土化的優(yōu)質(zhì)課程資源;二是課程安排遵循嬰幼兒身心發(fā)展規(guī)律;三是綜合利用有利條件,并結(jié)合我國嬰幼兒特點(diǎn)探索構(gòu)建新課程。課程實(shí)施方面:一是提高教師課程組織實(shí)施能力;二是提高家長親子教學(xué)參與度、活動(dòng)的有效度;三是創(chuàng)設(shè)有利于調(diào)動(dòng)?jì)胗變旱慕虒W(xué)情境,主動(dòng)融入教學(xué)活動(dòng),從而增強(qiáng)教學(xué)的有效性;四是建立教學(xué)過程管控機(jī)制,建立科學(xué)合理的評(píng)價(jià)體系,促進(jìn)嬰幼兒教育的質(zhì)量提升,實(shí)現(xiàn)嬰幼兒早教行業(yè)持續(xù)健康發(fā)展。
[Abstract]:In order to find out the problems existing in the implementation of the 0-3 years old parent-child garden curriculum, analyze the reasons, explore the countermeasures, and promote the continuous improvement and better development of the early education industry. This research adopts the methods of literature, interview, observation and so on, from five aspects: curriculum objective, curriculum content, curriculum implementation, curriculum organization, curriculum management and curriculum evaluation. This paper analyzes and studies the setting and implementation of the early education curriculum in 17 early education institutions in East Hubei Province. By interviewing the managers, teachers and parents of parent-child early education institutions, it was found that the curriculum goals of parent-child early education covered the cognitive field, emotion and movement skills, and generally met the requirements of infant growth and development. Although there are teaching plans or parent-child activity plans in early education curriculum content and organization, there are some differences in the course activity planning cycles of different early education institutions. On the one hand, teachers organize classroom activities. On the other hand, there are some subjective obstacles such as teaching ability, teaching experience, the degree of parental participation and the enthusiasm of parents. In the implementation of early education curriculum, there are some problems, such as single organizational form, lack of originality and creativity, lack of teachers' individual guidance to parents and infants, knowledge tendency of early education curriculum in parent-child garden, difference between curriculum design and implementation, and so on. The main reasons for these problems are as follows: first, the teachers' professional accomplishment is not enough, the teaching implementation is lack of innovation, and the curriculum organization is not able to do well; Second, the curriculum scheme and teaching design are not enough to consider individual guidance, and need to be further optimized; third, the market management concept of early education institutions, which affects the parents' demand for "learning knowledge", and the curriculum setting tends to be knowledge-based; Fourth, there are some differences between curriculum implementation and curriculum design due to parents' unactive participation, which affects the implementation of teaching plan. In view of the above problems, this study puts forward some suggestions from curriculum design and curriculum implementation. The main contents of the curriculum are as follows: the main content of the curriculum is to select the local high quality curriculum resources as far as possible, and the curriculum arrangement follows the law of the physical and mental development of infants and young children; Third, comprehensive utilization of favorable conditions, and combined with the characteristics of infants in China to explore the construction of the new curriculum. In the aspect of curriculum implementation, one is to improve the ability of teachers to organize and implement the curriculum, the other is to improve the participation of parents and children in teaching and the effectiveness of activities. The third is to create a teaching situation conducive to the mobilization of infants and young children, actively integrate into teaching activities, thereby enhancing the effectiveness of teaching; The fourth is to establish the management and control mechanism of teaching process, establish a scientific and reasonable evaluation system, promote the quality improvement of infant education, and realize the sustainable and healthy development of early childhood education industry.
【學(xué)位授予單位】：湖北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G612

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本文編號(hào)：2395137