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。     

试析美国幼儿教育课程模式的理论流派及其启示

美国幼儿教育课程模式是我国改革开放后幼儿教育课程改革的重点学习和借鉴对象,可惜一直以来研究者忙于介绍单个的课程模式,而缺乏整体的认识和剖析.本文从理论流派的角度,分别从浪漫主义流派、文化传递主义流派和进步主义流派剖析众多美国幼儿教育课程模式,最后就学习和借鉴美国幼儿教育课程模式提出了一些启示和反思.     

美国幼儿教师教育的普通知识标准

美国幼儿教育协会制订早期儿童教育专业的准备标准,提出了各个层次从业者的培养要求。就早期儿童教育专业候选者所需要的普通知识的准备而言,该组织提出了语言和读写能力、艺术、数学、身体锻炼和体育、科学、社会研究等领域的培养要求,可以为我国幼儿教师教育的课程改革提供借鉴。     

日本当前幼儿教育课程改革述评

在少子化、幼儿规范意识淡薄及世界幼儿教育普遍受到重视的背景下,日本政府于2008年展开了新一轮幼儿教育课程改革。此次课程改革强调幼儿教育的奠基作用,注重教育课程规定时间外所进行的教育活动,着力于\"健康\"和\"人际关系\"领域的改革,是一次较为保守的课程改革。     

Preparing early childhood educators for global education: the implications of prior learning

This paper outlines the increasing cultural diversity of Australia’s education settings and explicates the global education movement and the new Australian Early Years Learning Framework. It discusses the implication of these factors for early childhood education practice and early childhood teacher education. The key research question considered in this paper is what prior learnings do early childhood educators utilise to consider global education? Data are presented on a research project that explores the prior learning of pre‐service early childhood educators at a major Australian university. The paper shows that, unlike primary and secondary pre‐service teachers, most early childhood education pre‐service teachers have significant professional experiences in educational settings. These prior experiences have a significant impact on pre‐service early childhood educators’ knowledge, beliefs and attitudes in the area of global education and align strongly with the global education curriculum movement and new national curriculum.     

美国儿童早期公民教育课程标准探析

公民教育是美国各级学校教育,包括学前教育阶段的基本任务之一。美国儿童早期公民教育课程标准对儿童早期公民教育的知识、价值观与品德、社会技能等方面的培养目标都给予了详细阐述。这对我国学前教育阶段的社会领域教育颇有启发借鉴意义。     

Examining the Reggio Emilia Approach to Early Childhood Education

Reggio Emilia, a prosperous region in Northern Italy, is the site of one of the most innovative, high-quality city-run infant-toddler and pre-primary systems in the world. The Reggio Emilia Approach to early childhood education draws from the ideas of many great thinkers, yet it is much more than an eclectic mix of theories. With that in mind, the following points concerning the learner, the instructor, and knowledge serve to guide the Reggio Emilia Approach to educating young children: the learner possesses rights, is an active constructor of knowledge, and is a social being; the instructor is a collaborator and co-learner along with the child, a guide and facilitator, and a researcher; and knowledge is viewed as being socially constructed, encompassing multiple forms of knowing, and comprised of meaningful wholes.     

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.     

张雪门科学教育思想述评

张雪门是现代著名幼儿教育家,他希望通过幼稚教育改变国家民族的面貌,为此特别重视幼儿的科学教育。其科学教育思想的产生跟民国科学教育的兴起、个人对幼稚教育的探索和对国家民族的热爱密切相关。他认为科学教育的关键是科学精神的培植,培养过程中应该注意让儿童多想多做,注意经验的连贯和衔接,同时教学工具的选用应遵循简单常用的原则。其科学教育思想与其自身的行为课程理念是一致的,体现了浓厚的生活气息和因时因地制宜的办学思路。     

早教师资培养课程设置研究

0-3岁婴幼儿早期教养事业在我国处于蓬勃发展的阶段,而早教师资培养还在起步阶段。研究建构一套适合早教师资职前培养的课程体系,对早教合格人才培养工作具有重要意义。课程的设置应遵循：必修课和选修课相辅相成、专业基础课和专业技能课并重、理论课与实践课融合的三原则。课程设置应包括：公共基础课程、专业课程、选修课程、实践课程。课程理念和课程设置目标的具体实现关键在于课程的有效实施：一是组建专业建设指导委员会,做好导向;二是成立选修委员会,增加选修课;三是推行＂双证＂乃至＂多证＂教育,提高师资素质。     

Using Collaborative Assessment to Examine the Relationship between Self-Reported Beliefs and the Documentable Practices of Preschool Teachers

A team of researchers used a collaborative assessment protocol to compare the self-reported teaching beliefs of a convenience sample of preschool teachers (N = 57) to their documentable practices (i.e., practices that could be observed, recorded, and categorized using a deductive strategy). Data were examined from survey instruments, detailed classroom observations and time-sampling, curriculum materials, and program artifacts. Results indicated that when child-directed choice/play time, emergent literacy and language development activities were emphasized, teachers self-reported beliefs were more strongly aligned with developmentally appropriate practice (DAP) as a philosophy of practice. When consistent routines, organized classrooms, preplanned curriculum, and teacher-directed learning were the dominant behaviors, the teachers were found to report more “traditional” or academic-oriented beliefs.     

统整课程述评

本文对统整课程的基本内容与模式等问题作了一系列阐释,提出了统整课程应该包含的六个内在维度,并结合我国的教育实践,对统整课程在我国幼儿教育中的实践进行思考。     

Teachers’ perceptions of the curricula of the Soviet and post-Soviet eras: A case study of Estonian pre-school teachers

Broadening the role of teachers in curriculum development was among the fundamental objectives of educational reforms in the formerly communist Eastern Europe in the 1990s. The research done so far, however, calls into question the degree to which teachers perceive the relevant changes in curriculum and their new role. This article first describes the context of curricular changes in Eastern Europe and Estonia after the fall of communism. It then analyses Estonian pre-school teachers’ perceptions of national pre-school curricula utilized in two different eras: the late Soviet period and the period from 1999 to date in a sovereign Estonia. Data were gathered via semi-structured interviews. Thirty-one experienced teachers participated in the study. It was concluded that teachers generally apprehend the broadened meaning of the concept of curriculum and their augmented role as reflective curriculum makers and theorists. However, differences emerge between teachers’ perceptions of their new role and their readiness to adopt it. Regarding the reported generality and indefiniteness of the new national curriculum, teachers need more assistance for implementing the autonomy and self-responsibility imposed on them by the curriculum. A balance between self-responsibility and professional advice should be sought by both curriculum makers and teacher educators.     

Engaging with holistic curriculum outcomes: deconstructing ‘working theories’

International debates persist about what constitutes desirable outcomes from early childhood education experiences. The New Zealand early childhood curriculum brings together academic and social-pedagogic outcomes as interdependent holistic constructs named ‘dispositions’ and ‘working theories’. These constructs are complex notions that require interpretation by researchers and teachers in order to be recognised as outcomes by those with a vested interest in children's education: parents and policy-makers. This paper engages with the construct of working theories. It explains its genesis and outlines research activity thus far. The paper draws on findings from a two-year qualitative research project exploring children's interests, inquiries and working theories. The paper analyses two vignettes of working theories into mutually constitutive components of knowledge, skills and strategies, and attitudes and expectations. It argues that deconstructing working theories into elements able to be recognised by those outside early childhood education provides a way to demystify these innovative outcomes. Such scrutiny may assist parents and policy-makers to understand ways that the learning they value is present in the early years. Further, holistic outcomes are responsive to research and scholarship on appropriate pedagogy that encourages children to develop identities as learners, identities critical to living in the twenty-first century.