论幼儿科学教育与艺术教育的整合

对幼儿的科学教育与艺术教育加以整合,可以使幼儿园课程符合幼儿"整体性"的学习特点。文章从目标、内容、实施、评价四个方面对如何整合幼儿科学教育与艺术教育进行了思考和探讨。在目标方面,以"探究""审美""创造"为"科艺整合课程"的总目标;在内容方面,"学科知识渗透"和"主题活动融合"为有效的课程内容整合路径;在实施方面,建议教师采用"科艺综合活动"的形式来呈现整合课程的新内容;在评价方面,教师应将目标取向评价与过程取向评价有机结合,形成综合全面的整合课程评价系统。     

Advocating for Young Children: A Preservice Teacher Education Project

As experts on the nature and needs of young children, early childhood educators are in prime positions to advocate for the health and well-being of young children. Advocacy can take the form of personal, public, or private-sector endeavors. Personal advocacy is usually informal and involves educating others on an issue about early childhood education. Similarly, public advocacy involves educating policy makers, and private-sector advocacy is directed toward businesses. The project described here is a course assignment for undergraduate teacher candidates in which they learn about advocacy strategies and design and implement authentic advocacy projects. Sample projects are discussed. Engaging in this project has raised awareness for teacher candidates about the importance of and strategies for being advocates. The response from early childhood teacher candidates has been positive.     

Teaching Young Children Science: Three Key Points

Many early childhood teachers report lacking confidence to teach science. Today, science education is defined as “doing science”, as opposed to memorization of facts (Seefeldt & Galper, 2002). This paper discusses developmentally appropriate practices in the context of teaching science. Knowledge of child development, individual differences and the role of children’s socio-cultural context are explicitly discussed. The use of questioning and the 5 Es (engaging, exploring, explaining, elaborating, evaluating) instructional model are also discussed. A sample science lesson is provided to model the use of 5 Es and questioning strategies.     

幼儿科学教育的三个关键

新的科学教育理念强调,幼儿科学教育重在"做科学"的过程,而非仅仅是对幼儿进行科学知识的灌输。适宜发展方案(DAP)、5E教学模式、提问策略是幼儿科学教育的三个关键。从理论上对这三个关键进行相关论述,并结合案例对其进行了具体分析,以期能够帮助幼儿教师为"做科学"创造一个更为丰富的环境。     

甘肃科学教育馆对西北边疆地区科学教育的推进

受近代科学教育思潮的影响,服务于抗战建国、开发西北的目标,甘肃科学教育馆于1939年创建于兰州。自建成之日起,甘肃科学教育馆通过培训教师、开办中心实验室、巡回教学、图书公开阅览、举办学术演讲、鼓励学术研究等多种方式来增进西北边疆学校之科学教育、普及社会民众科学知识、加强科学学术研究,虽环境艰难,物力堪忧、经费短缺,但得各界襄助,在一定程度上改进了西北边疆地区科学教育落后的现状。     

A New Principle of Demarcation: A Modest Proposal for Science and Science Education

In light of the complaints of some that study of the history or philosophy of science could be of no value to scientists themselves, some specific advantages are discussed. Likewise, possible sources of the complaint are identified as resulting from the history of the philosophy of science movement in its attempt to use science to attack idealism, as well as the introduction of various a priori views. A remedy for scientists and science teachers is proposed by way of a new principle which seeks to demarcate those elements of the history and philosophy of science of greatest use to them.     

《自我科学(Self-Science)》——儿童情感教育的新领域

美国努埃瓦学校的《自我科学》课程开拓了儿童情感教育的新领域,它的价值理念、教学目标、教学内容和教学方法等,对于我国新课程改革,特别是情感领域的教育,有着重要的启发意义。     

Effective Education for Young Children in Primary Schools

This ongoing Dutch study into the school careers of young children in primary schools has focused in part on the influence of school and class organisation on linguistic and cognitive development. In the first year of the study, data on the school and class characteristics were gathered in 28 primary schools by means of questionnaires, interviews, journals and observation. A multi-level analysis shows that differences in pupil achievements between classes already exist at the beginning of primary school, but that these differences are, to a large extent, explained by the characteristics of the pupils’ backgrounds. The Dutch vocabulary of pupils at the end of their first year is mainly determined by earlier linguistic achievement and the ethnicity and SES of the pupil, rather than the school or class organisation. The scores on a performance intelligence test (block patterns) at the end of the first year could not be exclusively explained by the pupils’ background characteristics but also by some school characteristics.     

“做中学”:作为儿童科学教育的一种形式

“做中学”既是一种教育理念,又是一种教育方法,同时也是一个教育过程。作为儿童科学教育的一种形式,它也体现着素质教育的目的和精神。“做中学”的教学流程有其鲜明的特色和基本模式。历经三年的“做中学”研究成果表明:“做中学”不仅能培养儿童的科学精神和动手能力,也能培养儿童的团队合作精神,是儿童科学启蒙教育的重要形式。     

A Developmental Approach to the Education of Young Children

A developmental approach to the curriculum for young children takes into account the principle that what children should learn, and how they can best learn, changes with their age and the experience that comes with age. Several principles of practice emerge from this basic developmental principle. For example, as children grow older, what they learn changes from horizontal to greater vertical relevance. Similarly, the younger the learner, the more is learned through interactive and active processes rather than through passive and receptive processes. In addition, the younger the learner, the greater the urgency of helping them acquire basic social competence, which is very difficult to acquire later on. These developmental principles of practice imply that a curriculum for young children should include the opportunity to work in small groups on extended investigations of real phenomena in the children's own environments.     

日本区域教育的新途径:放学后儿童计划

纵观日本近10年的教育改革策略,不难发现,重视家庭、社区与学校间的合作已经成为重要的发展方向之一.如何整合区域资源、利用区域资源与学校的合作来提升教育的整体效果,已经成为日本教育界正在不断探索的新领域.近年来,随着日本社会的发展,越来越多的学生家长难以从繁重的工作中脱身,投入到对儿童的照料和教育中去,同时,社区与学校的众多教育资源又无法得到充分利用.基于这对矛盾,日本政府出台了“放学后儿童计划”,期望在促进儿童健康成长、提升区域教育力的同时,加强对学生“生存能力”及“人性”的培养.     

“审美与快乐”式幼儿音乐教育研究

幼儿教育一直都是教育阶段中一个重要的组成部分,对于幼儿的教育理念和教育方式也随着文化教育事业的发展不断进行着改革。当前,幼儿教育更加注重对于幼儿的行为习惯、精神品质方面进行培养,为幼儿在今后的学习生活中奠定基础。"审美与快乐"式幼儿音乐教育与传统的音乐教育相比有着更多的优势,因此,本文将对这种幼儿音乐教育进行研究。     

Affective Imagination in Science Education: Determining the Emotional Nature of Scientific and Technological Learning of Young Children

Vygotsky (1986) draws attention to the interrelationship between thought and language and other aspects of mind. Although not widely acknowledged, Vygotsky (1999) also drew attention to the search for the relations between cognition and emotions. This paper discusses the findings of a study which examined imaginary scientific situations within the early years. The central research questions examined: What is the emotional nature of scientific learning? and How does affective imagination support early childhood science learning? Video observations were made of the teaching of science from one site in a south-eastern community in Australia (232 h of video observations). The teachers used fairy tales and Slowmation as cultural devices to support the concept formation of 3- and 4-year-old children (n?=?53; range of 3.3 to 4.4; mean of 3.8 years). The findings of this under-researched area (e.g. Roth, Mind, Culture, and Activity 15:2–7, 2008) make a contribution to understanding how affective imagination can work in science education in the early years.     

Education of Young Chinese Migrant Children: Challenges and Prospects

Challenged by the national residency registration system in China, migrant children have always faced obstacles in accessing public education. Recent policy changes, however, have brought hope for these children. This article introduces some international concerns regarding migrant children and provides a close view of Chinese perspectives. Issues relating to access to public education and recommendations for policies and practices are also discussed.     

幼儿养成教育课程评价的原则与方法

在实验的基础上对幼儿养成教育课程评价原则与方法问题进行探讨,指出幼儿养成教育课程评价应遵循发展性原则、过程性原则、个别性原则、整合性原则。幼儿养成教育课程评价方法主要有观察评价法、情境性评价法、档案评价法等。在实际进行课程评价时,应当综合运用这些方法,以保证课程评价全面和系统。     

特殊幼儿融合教育个案研究报告

本文运用个案研究法,通过观察记录、访谈记录、调查问卷、环境分析、教育建议与结果资料分析探讨成功的特殊幼儿融合教育经验,为特殊教育工作者、家长、幼儿园教师提供适当的建议。研究内容包括:特殊幼儿家长需求;普通幼儿家长对融合教育认识及需求;幼儿园教师对融合教育认识及需求;特殊幼儿与普通幼儿互动情况;特殊幼儿融合教育幼儿园所需支持辅助。提出几条建议:体制的保障,特殊教育师资培训,专业人员支持,家庭成员提供支持辅助。     

当前幼儿园科学教育存在的问题及其解决策略

当前幼儿园科学教育中普遍存在将科学教育等同于知识教育、尽量缩短儿童童年期、片面关注儿童智力发展、强调教师主导等问题,未能充分尊重儿童发展的特殊规律与需要,因此从根本上而言是不利于儿童终身学习与发展的.为改变这一现状,解决这些问题,教师应根本转变教育理念,实现幼儿园科学教育目标、内容、方法及评价的儿童化,即能从儿童自身发展的兴趣与需要出发,给予儿童自主探索的空间,关注儿童科学探索兴趣、科学探究能力及科学精神品质的培养.     

儿童哲学:一种基于“关心”的教育

儿童哲学对于培养儿童批判性思考能力的工具性价值是毋庸置疑的,但其原初意义上对于儿童的"关心"更值得重视。以诺丁斯的关心伦理学作为引导来表明儿童哲学并非仅仅是一项"批判性思维教育"的项目。当哲学为儿童创造了一个充满游戏性和创造性的对话空间,成人与儿童在哲学探究活动中一起重拾对世界的"关心"时,儿童哲学更应该是一种基于"关心"的教育。     

科学文化:儿童科学教育的灵魂

我国当前的科学教育严重地扼杀了儿童的好奇心,未能很好地培养儿童对科学文化的理解与接受。这一方面可以归因于我国传统文化本就缺乏科学文化的基因,而当初从西方引进科学教育时也忽视了科学文化的教育,另一方面受科学文化与人文文化对立观念的影响,我国科学教育一直重知识技能的传授而轻科学文化素养的培育。今后我国儿童科学教育应充分重视科学文化的宣传,才能真正促进国民科学素养的提高。     

幼儿生命教育可能存在问题的研究

当前,生命教育越来越受到人们的关注,生命教育的课程也开始引入我国内地.本文就我国特定文化背景下实施生命教育中可能存在的问题,对家长和教师进行了问卷调查,并对幼儿进行了认知理解方面的访谈.问卷调查表明,家长和教师希望幼儿具备调节情绪情感的技能,希望幼儿了解死亡的概念以更好地面对生活,但他们同时又担心如果教育方法不当,会给幼儿的心理带来阴影.这种矛盾心理是西方文化和中国传统文化对死亡的态度碰撞的体现.访谈表明,中班幼儿已掌握死亡概念的一些客观内容.因此,实施生命教育应该充分考虑中国特有的文化传统,采用幼儿、教师和家长能接受的方式.