蒙台梭利课程实施过程中的问题及对策

蒙台梭利课程对我国幼儿教育的发展有重大的影响,但是在实施过程中也存在诸多问题,比如蒙台梭利课程存在市场化倾向、课程实施水平参差不齐、缺乏统一的蒙氏师资培训、家长对蒙台梭利课程缺乏充分的认识等等。为了实现蒙台梭利课程可持续发展,需要相关行政部门、幼儿园、社会等多方面的共同努力。     

乡镇幼儿园音乐教育存在问题与对策研究

随着城市化和新农村建设的发展,幼儿园遍布城乡各地,让更多的幼儿能够接受良好的早期教育。幼儿音乐教育是幼儿园艺术教育领域的重要内容之一,但乡镇幼儿园的音乐教学环境及音乐活动的开展,尚存在诸多不足之处。因此,改善乡镇幼儿园音乐教育现状,需要对存在的问题进行分析,提出有效的策略,使乡镇幼儿音乐教育能够逐渐规范和完善。     

How Reflective are Teachers? A Study of Kindergarten Teachers' and Special Teachers' Levels of Reflection in Day Care

The purpose of this study is to examine teachers' reflections of their early childhood special education work in Finnish day care. Work contents and work roles have faced many challenges in Early Childhood Special Education (ECSE), and therefore general reflection and research need to be developed. Teachers (n?=?218) evaluated, via an electronic survey, the work fields of ECSE. Reflectivity is assessed by means of open-ended questions in the different fields of ECSE. All the answers were divided into the following categories: the technical, practical, and critical level of reflection. The researchers compared their evaluations and found the baseline to be very similar. The data revealed that the reflectivity was mainly at the technical level. It was almost impossible to reach the critical reflection level.     

互联网背景下的幼儿园家园共育模式刍探

互联网已被运用在社会的各个行业领域中,幼儿园的家园共育也离不开互联网平台.怎样把互联网中的平台基础创新和丰富资源整合起来用于幼儿园家园共育模式中,需要进行深入的探讨.文章以当前幼儿园家园共育模式发展为时代背景,对互联网在幼儿园家园共育中的作用进行论述,以期创造出全新的发展路径.     

Te Whāriki,the New Zealand early childhood curriculum: is it effective?

Te Whāriki, the New Zealand early childhood curriculum, has received much praise since its introduction in 1996. There is, however, little research evidence about the implementation or effectiveness of the curriculum in early childhood centres. This article raises questions about the structure and content of Te Whāriki. The holistic and integrated nature of the curriculum means that subject content areas (e.g., art, music, science, literacy) can be overlooked. The generalised nature of the guidelines in Te Whāriki on programme planning allows for flexibility but may result in children being provided with an inadequate range of learning experiences. Concerns are also raised about the value of Learning Stories, a novel form of assessment that was designed to align with the approach of Te Whāriki.     

Assessing Standards in the “Real” Kindergarten Classroom

The importance of using standards as key components in the curriculum is documented in both popular and professional literature. One aspect of integrating standards into the curriculum is the role of assessment. The focus of this paper is to prepare early childhood teachers to assess children's knowledge of the standards within the routines and centers provided in the kindergarten learning environment. Teachers can use this information to develop authentic assessment strategies which typically occurs in a child's learning during center and group time.     

中国学前教育改革

就目前而言,中国的学前教育资源呈现出社会需求远远大于社会供给的状态,其突出表现是学前教育有着逐步产业化和现象化的特征,因此,学前教育已经演变成为一种具备重要意义的社会运行机制,需要被纳入改革开放的国策之中。     

Responding to children’s answers: questions embedded in the social context of early childhood education

This article presents analysis of question–answer sequences during problem inquiry between a teacher and two children in an early childhood crèche in New Zealand. Conversation analysis is used to reveal which questions the teacher asks, how children answer the questions, and the teacher’s responses to the child’s answers. Although adults’ ‘effective’ questions were identified and promoted in the REPEY study much less attention has been given to how adults respond to children’s answers. It is imperative to investigate the sequences of talk which follow a question in order to establish how teaching and learning is co-constructed in context, one utterance at a time and as a joint project between teacher and child. The findings suggest that task problems and emotional problems are treated in a similar way during problem inquiry, highlighting the complexity of interactions when teachers are providing both emotional care and educational support for young children.     

幼儿教师开展早期阅读活动前的准备

为保证早期阅读教育教学活动的效果与质量,教师应在活动开展前抓住三个重要环节:选择或改编适合幼儿阅读与欣赏的读本;认真准确深入地解读绘本;做好幼儿阅读活动前的经验准备。为此,教师必须认真考虑幼儿的年龄特征与审美需要,必须准确把握图画书的形式与内容要素,必须善于铺垫和引导幼儿想像,促进幼儿在早期阅读教育中的全面健康和谐发展。     

Some Uses for Intelligence Tests

ABSTRACT

Though early childhood literature defines kindergarten readiness in the context of the whole child across multiple domains, there is little research to demonstrate the relative influence of these domains on success in the kindergarten year. In this study, we use teacher judgments of students at the start of the kindergarten year across multiple domains as predictors of retention in kindergarten the following year. The analyses demonstrated that low ratings of students’ skills are predictive of retention, particularly for young males eligible for free or reduced-price lunch. Further, the analyses showed that of the set of domains, low ratings of literacy and numeracy skills are most closely associated with increased likelihood of retention.     

新西兰学前教育课程纲要的特点及启示

新西兰教育部于1996年和2017年先后颁布了两版《编织的草席:学前教育课程纲要》 (Te Whāriki),新版的纲要依据社会经济的变化,结合新近教育研究结果和实践经验,对旧版进行修订.Te Whāriki课程纲要由教育目标、四大原则和五条线索编织在一起,具有高度的连贯性,主要表现在课程与本国文化的一致性、课程框架与...     

幼儿教育小学化倾向的表现、原因及解决对策

幼儿教育小学化倾向在我国仍然普遍存在,主要表现为:在教育内容上,重视智力教育,轻视德、体、美、劳教育;在教育方法上,重视知识传授,轻视幼儿自主学习;在教育评价上,重视结果评价,轻视过程评价.幼儿家长、教师以及行政主管部门的利益诉求是造成幼儿教育小学化倾向的直接原因.为改变这一现状,需要积极开展家园共建活动,形成幼儿教育合力;需要遵循幼儿成长规律,做好幼小衔接工作;需要加大教育主管部门的监管力度.     

体育幼儿园教育质量评价研究

体育幼儿园是将体育教育融入幼儿园保育体系,以培养幼儿身心健康为目标的特色幼儿园。体育幼儿园教育评价对提高幼儿园的保育水平,促进幼儿身心健康全面发展,为发现和培养体育运动人才具有重要意义。以保定体育幼儿园为例,分析了幼儿园教育评价的现状和存在的问题,在此基础上提出了体育幼儿园教育评价的指标体系。     

对示范性幼儿园的作用与未来走向的思考

示范性幼儿园是特定背景下的产物。国家关注示范性幼儿园建设的目的是发挥示范性幼儿园的示范和辐射作用,带动全国幼儿教育事业的发展。然而,随着经济的迅速发展,示范性幼儿园建设出现了加剧幼儿教育的不均衡发展、过度建设“贵族”“精英”幼儿园、浪费教育资源等问题,甚至可能导致教育寻租现象的发生。政府要从政策制定入手,逐渐限制和缩小教育差距,完善公共教育政策。     

Effects of Practical Life Materials on Kindergartners' Fine Motor Skills

A pretest-posttest control group design was used to measure the effect of practical life materials on public school kindergarten children's fine motor skill development over a 6-month period. The dependent measure was a penny posting test. More than 50 different sets of activities were provided to the experimental group (n = 101). Teachers coached students in following specific steps to use tweezers, tongs, and spoons to manipulate a variety of objects. Students then employed the materials during center time in their classrooms. Although experimental and control group teachers reported equal amounts of fine motor activity in their classrooms, significant interaction effects were found indicating the experimental group outperformed the control on the posttest measure. An overall effect size of 0.74 indicates that the type of fine motor activity is important in children's development.     

试析我国澳门地区幼儿园入学制度

对我国澳门地区的幼儿园教育模式、入学考核、收生方式、评审内容、计划与政策等进行多角度分析与比较,有助于深入了解当地的幼儿教育制度,从而参照相关细节,使我国建立完善的教育体制模型,达到平等教育的核心理念.同时,为确保幼儿教育产业的长期发展,使其受到社会各界的重视,改变以往对幼儿阶段学习与培训的漠视,开启孩童迈入教育的漫长...