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我园经历了陈鹤琴的中心制单元教学课程和20世纪80年代末的活动教育课程、单元教育课程。在十多年的课程改革中,我们不断摸索,总结出单元教育课程的三个阶段。 第一阶段:以集体化教学模式为主的研究 时间:1988～1995年。 策略: (1)课程编排 预成性为主,由教师根据儿童发展需要、社会对儿童的要求,季节时令等,开学前选编好一学期的课程单元内容。三年共126个单元,每一单元分12个领域,形成螺旋形上升的单元链。实施时,教师根据单元的顺序开展,如果有突发事件和儿童的兴趣转移,可以调整单元的顺序或删减单元,但纵向的学科系统性不能改变。 (2)借鉴的指导理论:皮亚杰认知结构论。 (3)主要教学形式:以集体教学为主要的教学形式。班
I Park experienced Chen Heqin central unit teaching courses and activities in the late 1980s education courses, unit education courses. In more than a decade of curriculum reform, we constantly explore and summarize the three stages of the unit education curriculum. The first stage: Collective teaching mode based research time: 1988 ~ 1995. Strategies: (1) Pre-formative curriculum based mainly by the teachers according to the needs of children’s development, the community’s requirements for children, season seasonal, etc., pre-seeding a good semester course elements. A total of 126 units in three years, each unit is divided into 12 areas, the formation of spiral unit chain. When implemented, the teachers are organized according to the order of the units. If there are unexpected events and the children’s interests are shifted, the order of the units can be adjusted or the units can be deleted. However, the vertical discipline can not be systematically changed. (2) Guiding theory borrowed: Piaget’s theory of cognitive structure. (3) The main teaching forms: taking collective teaching as the main teaching form. class