学前教育回归生活课程研究

发布时间：2018-08-14 15:18

【摘要】： 教育在本质上是一种价值选择与价值追求，是人的一种生命活动。正如康德所说：“人只有通过教育才能成为人。”课程是实现教育目的和价值的载体，学前教育课程，作为学前教育的心脏，承担着学前教育价值实现的重任。学前教育回归生活课程以知识经济时代对学前教育课程的挑战为出发点，以马克思主义认识论、心理学理论(认知发展理论、人本主义理论、建构主义学习理论)、社会学理论(功能结构主义、冲突理论、社会解释学理论)、教育学理论(主体性教育理论和终身学习理论)等为理论基础，以回归生活作为学前教育课程价值的立论基点，将回归生活课程研究置于动态的、多元的背景去考察，体现理论联系实际的原则，对学前教育回归生活课程的目标、课程内容与组织、课程实施与评价等问题进行了研究，提出了在生活视野中建构学前教育回归生活课程。全文共分五章：第一章：学前教育回归生活课程的历史透视。首先对西方学前教育回归生活课程的缘起与发展进行了介绍；其次对我国学前教育回归生活课程的探索作了分析；在此基础上提出了中外学前教育回归生活课程发展存在的问题及其走向，指出回归生活将是二十一世纪中国学前教育课程发展的必然选择。第二章：学前教育回归生活课程的基本理念。首先对学前教育回归生活课程的本质与特征进行了剖析，指出学前教育回归生活课程始终与学前儿童的生活实际相联系，谋求生活世界与科学世界的整合、个人价值与社会价值的整合、人对自然的审美体验与求真一致的有机统一，生活性、全面均衡性、可持续性发展、生成性、探究性等是学前教育回归生活课程的主要特征；其次从哲学、心理学、社会学、教育学等角度分析了学前教育回归生活课程的理论基础；强调珍视学前儿童童年生活的独特价值，强调科学世界与生活世界的整合，个人价值与社会价值的整合等为学前教育回归生活课程的基本理念。第三章：学前教育回归生活课程的目标。首先从学前儿童、社会、知识三个方面分析了学前教育回归生活课程目标的来源；其次提出了确定学前教育回归性生活课程目标的基本要求，从课程目标的适宜发展性、层次性、基础性与统整性、弹性与适应性、回归性等方面进行了分析，在此基础上建构了学前教育回归生活课程的目标体系。第四章：学前教育回归生活课程内容的选择与组织。以学前儿童的发展为主线，，从健康领域、语言领域。社会领域、科学领域、艺术领域等方面建构了学前教育回归生活课程内容体系；提出了回归生活课程组织的要求：连续性与顺序性、生活化与游戏化、统整化与活动化、随机性与适时性等。第五章：学前教育回归生活课程的实施与评价。分析了影响学前回归生活课程实施的因素；提出了学前回归生活课程实施的途径；对学前回归生活课程的评价标准、评价方式、评价内容等问题作了讨论。
[Abstract]:Education is essentially a choice of value and pursuit of value, and it is a kind of life activity of human beings. As Kant said, "Only through education can human beings become human beings." Curriculum is the carrier of realizing the purpose and value of education. As the heart of preschool education, preschool education curriculum undertakes the important task of realizing the value of preschool education. Life-oriented curriculum takes the challenge of knowledge economy era to preschool education curriculum as its starting point, and takes Marxism epistemology, psychology theory (cognitive development theory, humanism theory, constructivist learning theory), sociology theory (functional structuralism, conflict theory, social hermeneutics theory), pedagogy theory (subjective education theory and constructivist learning theory). The theory of lifelong learning is based on the theory of returning to life as the basic point of preschool education curriculum value. The research of returning to life curriculum is investigated in a dynamic and pluralistic background, which embodies the principle of integrating theory with practice, the goal of returning to life curriculum, the content and organization of curriculum, the implementation and evaluation of curriculum, etc. After studying it, it proposes to construct preschool education and return to life curriculum in the view of life.
The full text is divided into five chapters.
The first chapter is the historical perspective of the return of preschool education to life curriculum. First, the origin and development of the return of Western preschool education to life curriculum are introduced; secondly, the exploration of the return of Chinese preschool education to life curriculum is analyzed; on this basis, the existing problems and the way forward of the return of Chinese and foreign preschool education to life curriculum development are put forward. It is pointed out that returning to life will be an inevitable choice for the development of preschool education curriculum in China in twenty-first Century.
Chapter 2: The basic idea of preschool education returning to life curriculum. Firstly, the essence and characteristics of preschool education returning to life curriculum are analyzed. It is pointed out that preschool education returning to life curriculum is always connected with the life reality of preschool children, seeking the integration of life world and scientific world, the integration of individual value and social value, and the integration of human beings to the life of preschool children. The organic unity of natural aesthetic experience and seeking truth, life, overall balance, sustainable development, generativeness, inquiry and so on are the main characteristics of preschool education returning to life curriculum; secondly, the theoretical basis of preschool education returning to life curriculum is analyzed from the perspectives of philosophy, psychology, sociology, pedagogy, etc. The unique value of children's childhood life, the integration of scientific world and life world, the integration of individual value and social value are the basic principles for preschool education to return to life curriculum.
Read.
Chapter 3: The goal of preschool education returning to life curriculum. First, it is divided into three aspects: preschool children, society and knowledge.
This paper analyzes the source of the goal of preschool education returning to life curriculum, and then puts forward the goal of determining the goal of preschool education returning to sex life curriculum.
The basic requirements of the curriculum are: suitability for development, hierarchy, foundation and integration, flexibility and adaptability.
On the basis of the analysis of attribution and other aspects, the goal system of preschool education returning to life curriculum is constructed.
Chapter Four: Selection and Organization of the Content of Life Course in Preschool Education. With the Development of Preschool Children as the Main Line, from
The fields of health, language, society, science and art have constructed the return of preschool education to life.
The curriculum content system puts forward the requirements of returning to life curriculum organization: continuity and order, life and game.
Integration and activity, randomness and timeliness.
Chapter 5: Implementation and Evaluation of Return to Life Curriculum in Preschool Education
Factors; put forward the implementation of pre-school return to life curriculum approach; pre-school return to life curriculum evaluation criteria, evaluation
Ways, contents and other issues were discussed.
【学位授予单位】：西南师范大学
【学位级别】：博士
【学位授予年份】：2002
【分类号】：G612.3

【引证文献】