生态学视角下幼儿园课程实践探究

中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑ChineseMaster'sThesesFull-textDatabase2011,No.S1SocialSciencesⅡH128-9-1生态学视角下幼儿园课程实践探究谢鑫学位授予单位:云南师范大学;学科专业:学前教育学摘要二十一世纪是一个崇尚密切联系的世纪,经济、科技的发展使我们的生活联系日益紧密,为了人类更好的生存,我们需要加强人类身内外的联系,这在教育领域也有所反应,重视教育已成为全社会的共识。同时,也为教育事业提出了挑战和机遇,课程是教育的核心,相应地,课程也面临新的挑战和机遇。生态学的崛起和流行为课程领域带来了一股充满生机与活力的绿色思潮。生态学作为一门学科,提倡人类与生存环境的相互作用；作为一种思维方式是研究系统及其外部环境的整体性、平衡性、和谐统一性等；作为一种理想,是系统及其外部环境趋向或达到和谐发展的状态。这些都为课程研究提出了新的视野。幼儿园课程属于课程体系中的一部分,关系到未来人才健康成长的培养,也应该为社会发展发挥自身作用。基于以上分析,本文通过对幼儿园课程生态性的赋予,以生态观来思考、解释、解决幼儿园课程问题。首先系统阐述了生态学视角下幼儿园课程的理论基础,深入探讨了其价值理念,同时,探讨了生态学视角下幼儿园课程实践中生态学价值理念的缺失,通过对昆明市某所幼儿园为期四周的现场观察及所观察到是典型案例进行分析,发现问题,其主要表现为：对儿童个性的忽视,课程实施中游戏的异化,课程实施中创生性的缺失和环境创设中精神环境的贫乏等四个方面。并在此基础上提出了生态学视角下幼儿园课程的构想。关键词：生态学;;幼儿园课程中图分类号：G612Abstract21thcenturyisacenturywhicheverythingisconnectedtogether.Thedevelopmentofeconomyandtechnologythatmakesourlifeisofgreatconnection.Inordertolivebetter,wehavetostrengtheninsideandoutsiderelationshipofourhumanbeing,andthisalsoreflectsineducation.Thishasbecomethethemeofthesociety.Itisachallengeaswellasanopportunityforthekindergartencurriculum,andcurriculumisthecoreofeducation.Atthesametime,thecurriculumhasalsofacedthechallengeandopportunity.Thisrequiresustowatchthecurriculumfromanewview.Theappearanceandthepopularityoftheecologyhasbroughtenergyandagreenthoughtforthenewcurriculum.Asasubject,ecologyclaimstheinteractivitybetweenhumanandtheenvironment.Asawayofthinking,itfocusesontheentirety,balance,andharmoniousnessetc.Asanideal,itstatesthatthesystemandouterenvironmenthasreachedtoaharmoniousdevelopment.andthesehaveofferedanewviewforthecurriculumstudy.Thekindergartencurriculumisonepartofthecurriculum,ithassomeinfluenceonthehealthygrowthofthefuturegeneration.Therefore,itsurelyinfluencesonthebuildingupoftheharmonioussociety.Thisresearchdiscussesandanalysesthekindergartencurriculumfromtheviewofnatureoftheecology.Firstly,ithasinterpretedthetheoryappliedinthekindergartencurriculum,discussesitsvalueconcept.Atthesametime,itdiscussesthelackofecologicvalueconceptinthekindergartencurriculum.Throughthefour-weekfieldworktoakindergarteninkunmingandanalyzingthespecialcases,andfindthefourfollowing导师:傅淳；导师单位:云南师范大学\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-2problems:neglectingthepersonalitydifferencesofthechildren;focusingonthedissimilationinthegamesinthecurriculum;thedefectofthecreationincarryingoutthecurriculum;andthelackofthespiritualenvironmentincreatingclassroomenvironment.Finally,theauthorputforwardsomesuggestionstothekindergartencurriculumfromtheviewoftheecology.KeyWords：ecology;;kindergartencurriculum\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-3目录前言··································································································································································5一、研究背景···············································································································································5二、相关概念界定·······································································································································7三、文献综述···············································································································································8四、研究目的··············································································································································11五、研究意义··············································································································································11六、研究框架···············································································································································12七、研究方法···············································································································································12第一部分生态学视角下幼儿园课程的理论基础···························································································14一、哲学基础——生态哲学·······················································································································14(一)生态哲学的含义及内容···················································································································14(二)生态哲学对幼儿园课程的影响·······································································································17二、心理学基础——生态心理学················································································································18(一)生态心理学的含义及主张···············································································································18(二)生态心理学对幼儿园课程的影响····································································································20三、社会学基础——和谐社会的构建········································································································20(一)和谐社会的释义·······························································································································21(二)和谐社会对幼儿园课程的要求·······································································································25第二部分生态学视角下幼儿园课程的价值理念···························································································27一、和谐性··················································································································································27(一)幼儿园课程目标的和谐···················································································································27(二)幼儿园课程内容的和谐···················································································································27(三)幼儿园课程实施的和谐···················································································································28(四)幼儿园课程评价的和谐···················································································································28二、关怀性··················································································································································29(一)对他人的关怀··································································································································29(二)对自我的关怀··································································································································29(三)对环境的关怀··································································································································29三、开放性与发展性···································································································································30(一)开放性··············································································································································30(二)发展性··············································································································································31第三部分幼儿园课程实践中生态学价值理念的缺失···················································································33一、幼儿园课程实施中幼儿个性的忽视····································································································33二、幼儿园课程实施中游戏的异化············································································································35三、幼儿园课程实践中创生性的缺失········································································································39四、幼儿园课程实践中精神环境的贫乏····································································································42第四部分生态学视角下幼儿园课程实施的构想···························································································44一、幼儿园课程目标···································································································································44(一)全面性··············································································································································44\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-4(二)发展性··············································································································································45二、幼儿园课程内容···································································································································45(一)可持续性··········································································································································46(二)开放性··············································································································································46(三)整体性··············································································································································47三、幼儿园课程实施···································································································································48(一)儿童现实生活与儿童可能生活的融合····························································································48(二)游戏与教学的融合···························································································································49(三)生成性与预成性的融合···················································································································50四、幼儿园课程评价···································································································································51(一)动态性··············································································································································51(二)发展性··············································································································································51结语··································································································································································53参考文献··························································································································································54后记··································································································································································57\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-5\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-6\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-7\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-8\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-9\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-10\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-11\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-12\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-13\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-14\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-15\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-16\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-17\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-18\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-19\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-20\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-21\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-22\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-23\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-24\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-25\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-26\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-27\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-28\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-29\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-30\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-31\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-32\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-33\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-34\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-35\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-36\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-37\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-38\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-39\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-40\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-41\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-42\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-43\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-44\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-45\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-46\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-47\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-48\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-49\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-50\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-51\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-52\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-53\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-54\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-55\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H128-9-56\n第S1期谢鑫：生态学视角下幼儿园课程实践探究H128-9-57\n\n\n\n\n\n