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情境论(Situationsansatz)是原西德60年代末70年代初期学前课程改革的产物。它早已成为德国学前课程发展的指导性理论。东西德统一以后,情境论很快在原东德各州得以推广。情境论在发展过程中,其影响还遍及许多发展中国家,如拉丁美洲的尼加拉瓜、巴西、阿根廷,亚洲的印度尼西亚、菲律宾、马来西亚等。本文试图从情境论产生的社会背景、与其它课程理论的区别及其在教学中的应用等方面来阐述情境论的产生和发展过程,为我国学前课程研究提供一些信息。
Situationsansatz is a product of the pre-school curriculum reform in the former West Germany in the late 1960s and early 1970s. It has long been the guiding theory for the development of preschool programs in Germany. After the reunification of East Germany, situationalism was quickly promoted in the former East German states. Situation in the development process, its impact also spread to many developing countries, such as Nicaragua in Latin America, Brazil, Argentina, Asia, Indonesia, the Philippines, Malaysia and so on. This article attempts to elaborate the emergence and development of situation theory from the social context of situationalism, the difference with other curriculum theories and its application in teaching, and provide some information for the study of preschool curriculum in our country.