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随着“叙事性整合课程”的实施,教师的教育观、儿童观以及师生关系都发生了巨大的变化。首先,改变了以教师为中心的课程建构模式。“叙事性整合课程”的特点是需要幼儿参与,和教师共同建构课程。如在小班的文学作品《苹果树》中,教师只是引导幼儿制订了“四季”这一主题,而四季的具体内容则由孩子自定。在这一过程中,教师根据幼儿的知识经验和兴趣特点,与幼儿共同制订体、智、德、美诸方面发展的弹性课程计划,并在实施中不断调整、完善。由于这一课程充分考虑了幼
With the implementation of “narrative integration curriculum”, the teacher’s educational concept, the concept of children and the relationship between teachers and students have undergone tremendous changes. First of all, the teacher-centered curriculum construction mode has been changed. The “narrative integration curriculum” is characterized by the need for young children to participate in, and teachers to build the curriculum together. For example, in the small class literature “Apple Tree,” teachers only guide young children to formulate the theme of “Four Seasons,” while the four seasons are specifically set by their children. In this process, teachers work with young children to formulate flexible curricular plans for development of physical, mental, moral and aesthetic aspects based on the knowledge and experience of young children and keep adjusting and perfecting them. Due to the full consideration of this course young