多元文化背景下民族地区幼儿园地方文化课程的行动研究
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摘要
基于民族地区多元文化背景,该地区学校教育应构建具有本民族、本地区特色的课程,重建课程的多元文化生态。从文化适宜性的视角探究幼儿园课程,幼儿园课程文化既需要接受当代所倡导的主流文化,承认所在民族地区的本土文化,同时还需要吸纳外来文化。本研究运用行动研究的范式,围绕研究设计、研究过程与研究反思3方面来开展研究。通过民族地区幼儿园地方文化课程的行动研究来检验幼儿园课程文化适宜性理论的合理性,并与教师不断反思、改进教育教学,旨在教育儿童形成一种理解、尊重、赞赏不同民族地区人们的价值观念、生活方式、风俗习惯的态度,符合民族地区儿童的内在心理诉求,推动幼儿园课程的文化学研究更加丰盈。
In ethnic regions of multicultural background, the curriculum with ethnic and local characteristics should be developed in school education to rebuild its multicultural ecology. In the view of cultural adaptability, the curriculum in kindergartens should accept the current mainstream culture, respect the local culture of ethnic regions, and meanwhile, absorb foreign cultures. An action research of the local culture curriculum of kindergartens in ethnic regions is carried out in three aspects of research design, process and reflection. It is aimed to test the theoretical rationality of the culture adaptability of curriculum in kindergartens, to reflect teachers' teaching, to improve teaching method, to train children to form an attitude of understanding, respecting and admiring the values, life style and customs of people from different ethnic regions, to meet the inner psychology demands of children from ethnic regions, and furthermore to improve the research of cultural curriculum in kindergartens.
In ethnic regions of multicultural background, the curriculum with ethnic and local characteristics should be developed in school education to rebuild its multicultural ecology. In the view of cultural adaptability, the curriculum in kindergartens should accept the current mainstream culture, respect the local culture of ethnic regions, and meanwhile, absorb foreign cultures. An action research of the local culture curriculum of kindergartens in ethnic regions is carried out in three aspects of research design, process and reflection. It is aimed to test the theoretical rationality of the culture adaptability of curriculum in kindergartens, to reflect teachers' teaching, to improve teaching method, to train children to form an attitude of understanding, respecting and admiring the values, life style and customs of people from different ethnic regions, to meet the inner psychology demands of children from ethnic regions, and furthermore to improve the research of cultural curriculum in kindergartens.
引文
[1] 朱姝.班克斯革新性多元文化教育研究的特征及启示[J]. 湖南师范大学教育科学学报,2013,(5):12-16.
[2] 滕星.多元文化整合教育与基础教育课程改革[J]. 中国教育学刊,2010,(1):51-52.
[3] 巴战龙.学校教育文化选择研究的根本论题和基本视角[J]. 全球教育展望,2018,(1):106-114.
[4] 袁梅,朱金玲,苏德.国外儿童早期发展的最新研究成果及其对民族地区幼儿教育发展的启示[J].民族教育研究, 2017,(2):125-132.
[5] 马力.儿童文学创作的理论出发点:儿童本质是人[J].沈阳师范大学学报(社会科学版),2005,(3):99.
[6] 陈向明.质的研究方法和社会科学研究[M].北京:教育科学出版社,2000:453.
[7] 刘良华.校本行动研究[M].成都:四川教育出版社,2002:151.
[8] Elliott J. Three Perspectives on Coherence and Continuity in Teacher Education[A]. Elliott J. (ed.) Reconstructing Teacher Educntion: Teacher Development[C].London:The Falmer Press,1993:99.
[9] Carr W,Kanmis S. Becoming Critical: Education, Knowledge and Action Research[M]. Melbourne:Deakin University Press,1986:156.
(1)为了行文的方便,这里用C1等代表小朋友,T代表研究者本人,T1、 T2分别代表参与行动研究的幼儿教师,下同。
[2] 滕星.多元文化整合教育与基础教育课程改革[J]. 中国教育学刊,2010,(1):51-52.
[3] 巴战龙.学校教育文化选择研究的根本论题和基本视角[J]. 全球教育展望,2018,(1):106-114.
[4] 袁梅,朱金玲,苏德.国外儿童早期发展的最新研究成果及其对民族地区幼儿教育发展的启示[J].民族教育研究, 2017,(2):125-132.
[5] 马力.儿童文学创作的理论出发点:儿童本质是人[J].沈阳师范大学学报(社会科学版),2005,(3):99.
[6] 陈向明.质的研究方法和社会科学研究[M].北京:教育科学出版社,2000:453.
[7] 刘良华.校本行动研究[M].成都:四川教育出版社,2002:151.
[8] Elliott J. Three Perspectives on Coherence and Continuity in Teacher Education[A]. Elliott J. (ed.) Reconstructing Teacher Educntion: Teacher Development[C].London:The Falmer Press,1993:99.
[9] Carr W,Kanmis S. Becoming Critical: Education, Knowledge and Action Research[M]. Melbourne:Deakin University Press,1986:156.
(1)为了行文的方便,这里用C1等代表小朋友,T代表研究者本人,T1、 T2分别代表参与行动研究的幼儿教师,下同。