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自20世纪80年代以来, 国际幼儿教育界逐步认识到“整合”对儿童学习的重要意义,课程研究者对幼儿园课程发展的认识出现了明显的趋同倾向,给儿童提供“整合”的课程成了国际国内幼儿教育工作者的共识(seefeldt,1992;冯晓霞,2000)。我国新近颁布的《幼儿园教育指导纲要(试行)》提出了幼儿园教育内容的“全面性性”“启蒙性”和各方面教育内容的“相互渗透”,反映了新的幼儿教育课程整体观念的导向。整合的问题一直是研究者们探讨的重点。存在的问题主要表现在:(1)提供了儿童整合学习经验的机会但忽视了各个领域的知识传授和能力培养。如用主题方式建构课程内容的时候,出现了忽视儿童各个发展领域的要求或者降低发展领域要求的问题,导致儿童学习过程的无纲状态。(2)过于注重某些领域的知识和能力而忽略了整合课程内容之间的联系。一些课程在实施过程中,强调了某些领域知识、能力的系统性而出现实际上的目标和内容偏差。(3)近年来,许多课程试图进行小范围的整合,例如从语言的角度整合社会和认知内容,从艺术的角度整合相关
Since the 1980s, the international preschool education community has gradually realized the importance of “integration” to children’s learning. The curriculum researchers have a clear tendency to converge on the development of kindergarten curriculum, and the “integrated” curriculum for children has become International and domestic early childhood education workers consensus (seefeldt, 1992; Feng Xiaoxia, 2000). The “Guidance Outline for Kindergarten Education (Provisional)” recently promulgated in our country puts forward the “comprehensiveness” and “enlightenment” of kindergarten education content and the “mutual penetration” of various educational contents, which reflects the orientation of the overall concept of the new preschool education curriculum . The problem of integration has always been the focus of researchers. The main problems are as follows: (1) It provides opportunities for children to integrate learning experience but neglects knowledge transfer and capacity development in all fields. When constructing the course content in a thematic way, problems such as neglect of various development fields of children or reduction of requirements in the field of development have emerged, which lead to the non-state of children’s learning process. (2) Too focused on knowledge and abilities in certain areas while ignoring the links between the contents of the integrated curriculum. Some courses in the implementation process, emphasizing some areas of knowledge, ability to systematically the actual goals and content deviations. (3) In recent years, many curricula have attempted to carry out small-scale integration such as integrating social and cognitive content from a linguistic perspective and integrating relevant aspects from an artistic perspective