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美国学前课程在百年发展中走过了理念主义—实用主义—主情主义—主智主义的嬗变之路。在经历了三次重大的时代转型之后,当代美国学前课程走向了变革新阶段,即课程在"发展取向"与"学业取向"之间不断摇摆,并逐渐出现整合的趋势。这带给我们的启示是:学前课程改革需要以现实作为基本依据;学前课程改革需要政府支持、理论研究、实践探索三者并行;学前课程改革需要努力进行本土化探索,在继承的基础上创新。 相似文献
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间距化是解释学的家园,也是课程的家园.在解释学的视野里,间距化概念具有以下特征:间化包含客观化和超越性;间距化也涉及到解释的生成性、对可能性的推测以及想像力.依循这些特征,间距化概念对学前课程的启示在于:学前课程必须有异己的客观的东西存在;学前课程必须超越原有的视域;学前课程要在熟悉与不熟悉之间生成新的视域;学前课程应指向可能的意义世界;学前课程必须具有想像力. 相似文献
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《西北成人教育学报》2016,(2)
随着高校信息化建设的推进,高校教学资源库的建设显得越为重要。"学前卫生学"教学积件库的建设促进了学前卫生学CAI的广泛应用和发展,促进了教师课程改革。"学前卫生学"教学积件库的建设以积件理论为基础,具有基元性、类型多样性、层次多样性、拓展性等特点。"学前卫生学"教学积件库的建设要分布走,初级目标要突出实用性,构建团队应优势互补、统筹协调、合理分工。 相似文献
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中国学前儿童美术课程百年发展的回顾与反思 总被引:1,自引:0,他引:1
吴丽芳 《集美大学学报(教育科学版》2009,10(4):51-54
课程价值取向、课程内容构建和课程教学是学前儿童美术课程历史和现时的基本问题,梳理百年中国学前儿童美术课程在这三个方面的发展趋势,有助于发现课程变革背后深层的规律与现实指导意义。同时,价值取向的合理再定位是当前学前儿童美术课程变革的先导,而“渐近性”的变革方式和“师幼共同发展”的变革视角应该倡导和关注。 相似文献
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学前课程价值取向的反思与建构既是学前课程教育价值研究的具体化,也是学前课程研究的理论提升。学前课程具有自身的价值构成与特征,对学前课程价值取向的研究要在关注其价值取向的演进逻辑与复杂状态的现实基础上,探索构建当代学前课程价值体系的整体思路与具体路径。 相似文献
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王琴 《和田师范专科学校学报》2008,28(2)
自治区学前"双语"教育正如火如荼地展开,但是关于这方面的研究还很薄弱,尤其是学前"双语"课程方面缺少理论指导。本论文从乌鲁木齐红旗幼儿园课程现状出发,试图发现目前学前"双语"教育课程中存在的问题并提出解决对策。 相似文献
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《教育政策杂志》2012,27(1):46-67
ABSTRACTFramed as being in response to terrorist attacks and concerns about religious bias in some English schools, ‘British Values’ (BV) curriculum policy forms part of the British Government’s Counter-Terrorism and Security Act, 2015. This includes a Duty on teachers in England to actively promote British Values to deter students from radicalisation. This paper, first, traces the history of Britishness in the curriculum to reveal a prevalence of nationalistic, colonial values. Next, an ensemble of recent policies and speeches focusing on British Values is analysed, using a psycho-political approach informed by anti-colonial scholarship. Finally, we interrogate two key critiques of the British Values curriculum discourse: the universality of British Values globally, and concerns over the securitisation of education. Findings indicate that the constitution of white British supremacist subjectivities operate through curriculum as a defence mechanism against perceived threats to white privilege, by normalising a racialised state-controlled social order. The focus is on ‘British’ values, but the analytic framework and findings have wider global significance. 相似文献
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英国高等教育质量保障体系历史悠久,经历了从大学内部自控的唯一质量保障体系,到强化外部质量保障体系,最终形成现在的以内部质量控制为主、内外质量保障体系结合的模式。而课程、学科和学术在英国质量保障体系中的核心地位是这一质量体系的最大特点。通过对英国高等教育质量保障体系中如何保证课程、学科和学术质量的具体做法进行分析,以期能对目前我国本科教学质量评估有所启迪。 相似文献
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李稚勇 《上海师范大学学报(哲学社会科学版)》2009,(4):1-10
从历史科国家课程标准中,可以清楚地在整体上了解并认识一个国家的历史课程及其教育。中国中学历史科国家课程标准的制定已有90年的历史了,大致经历了从课程标准——教学大纲——课程标准的发展过程。1991年英国颁布了该国教育史上第一个历史科国家课程标准,1995年、1999年和2007年又先后修订了历史科国家课程标准。比较分析,中英两国的历史科国家课程标准,都有一个发展历程;两国的历史科国家课程标准,都十分关注学生的历史学习能力的发展;课程标准都提出了学生的学业要求,以及与之相适应的历史知识体系,课程标准都是以这两部分为主要内容的。当然,两国的历史科国家课程标准也都有各自的特点。 相似文献
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Dr Michael R. Matthews 《Research in Science Education》1990,20(1):220-229
The history and philosophy of science components of the new British National Curriculum, and the American Association for
the Advancement of Science Project 2061 curriculum guidelines are described. Some curriculum background is given to these
developments; and a contemporary international project concerned with the utilization of the history and philosophy of science
in science teaching and teacher education is also described. Finally the recent Discipline Review of the Training of Science
and Mathematics Teachers in Australia is examined and criticised for its lack of recommendations about the need for appropriate
history and philosophy of science courses to be included in science teacher education programmes.
Specializations: history and philosophy of science, philosophy of education. 相似文献
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Jenny Hallam Helen Lee Mani Das Gupta 《The International Journal of Art & Design Education》2007,26(2):206-214
This article presents an analysis of the way art is conceptualised in the British primary school curriculum and provides an historical framework that maps an evolution of ideas that have shaped the way art is presented in the modern day primary curriculum. In order to achieve this a Foucauldian style genealogical analysis is utilised to trace the discourses (systems of meaning) surrounding the nature of children's artistic development and how these discourses are used in the present day British primary curriculum to construe art in different ways. The analysis in this article is threefold. It explores the presentation of art in the curriculum as (1) an expressive subject, (2) a skills based subject, (3) a subject which focuses on art history and art appreciation. Second, the teaching positions associated with each approach are identified as follows (a) the facilitator, (b) the expert and (c) the philosopher; as well as the issues teachers face when adopting these positions. Third, attention is given to how these theoretical principles might be linked to practice. In so doing this article contributes to the debate surrounding the value of art in the primary curriculum and the way in which the curriculum serves to shape teaching practice. 相似文献
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Heather Sharp 《History of education》2013,42(3):405-421
As in many countries, such as Germany, Turkey, the United States and Japan the history/culture wars of the past two decades have increased public interest in what is taught in schools. This has resulted in rigorous debates in the general community, encouraged and sustained through regular media coverage. Partly as a response to this, History has been designated as a separate subject in the first wave of planning and implementation of the Australian National Curriculum. Two of the reasons for this include first, to recognise the importance of teaching historical skills as a distinct subject; and second there is an ongoing bipartisan political interest in privileging history disciplinary knowledge and content to ensure that national history narratives are taught to students. To contribute meaningfully towards the development and implementation of a National Curriculum, it is important to understand past curriculum constructions, so that the disciplinary knowledge and content of history remains independent, and not subsumed within current (or future) political trends. Based on examples of national history from the Queensland Social Studies syllabus and government endorsed sourcebooks in the lead-up to the 1988 Bicentennial of British colonisation of the Australian continent, this article examines the influence and role of multiculturalism in History teaching in primary schools. Particular attention is paid to Indigenous representations and British heritages, as an example of two groups that have often been represented as binaries to each other throughout Australian history. An analysis of the curriculum materials illuminates the differences between multiculturalism and history—highlighting how the two are merged at the expense of accurate historical knowledge and concepts, particularly in the area of national history. This study will demonstrate that as a result of the infiltration of multiculturalism into history content within the Social Studies curriculum, historical knowledge becomes silenced in the school curriculum – resulting in vague and sometimes historically inaccurate information being presented to students; and the privileging of certain types of multiculturalism. 相似文献
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21世纪英国高中课程取向探究 总被引:2,自引:0,他引:2
2000年,英国对高中课程进行了重大改革。本文在阐述英国高中涵义的基础上,分析其高中课程质量面临的挑战,介绍英国新的高中课程,探讨其中高中课程取向的新特点。 相似文献
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Recent debates about “Britishness” have drawn increasing attention to the inculcation of national values within the school history curriculum. To date, however, few studies have explored young people’s attitudes towards history or how these are related to their sources of national pride and shame. This paper draws on a survey of over 400 undergraduates’ experiences of secondary education, investigating their attitudes towards the history curriculum and how these relate to their feelings of national pride. Using principal components analysis we found that students’ attitudes towards history loaded on to two distinct factors: traditional/conservative and multicultural/liberal. Bivariate correlations then revealed that pride in national sporting and economic achievements and a sense of shame about immigration were positively associated with a traditional attitude towards history. Pride in British civil liberties and social diversity and a sense of shame about racism and UK foreign policy were associated with a multicultural attitude. Theoretical and practical implications of these findings are discussed. 相似文献