《纲要》与《指南》导向的游戏课程化
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摘要
幼儿园课程是促进儿童学习与发展的过程,因此,游戏作为最适宜学前儿童发展的方式,必然居于课程中的基础地位。游戏不断进入并居于课程中心位置的过程,即游戏课程化。游戏课程化是为了儿童获得更好的学习与发展,获得适应未来社会的素养的过程。这一过程会对幼儿园教育实践的模式和幼儿教师培养的模式带来巨大的变革。
Curriculum in kindergarten is a process of promoting children's learning and development.Play is the best way that enhances children's learning and development,so it must be the basis of curriculum in kindergarten.The progress of play entering the center of curriculum is what is called play-oriented curriculum.Play-oriented curriculum is for children's best learning,and it let them acquire competence that the future society needs.This will change kindergarten education and kindergarten teachers' training dramatically.
Curriculum in kindergarten is a process of promoting children's learning and development.Play is the best way that enhances children's learning and development,so it must be the basis of curriculum in kindergarten.The progress of play entering the center of curriculum is what is called play-oriented curriculum.Play-oriented curriculum is for children's best learning,and it let them acquire competence that the future society needs.This will change kindergarten education and kindergarten teachers' training dramatically.
引文
[1] 李定仁,徐继存.教学论研究二十年(1979—1999)[M].北京:人民教育出版社,2001.
[2] 张华.课程与教学论[M].上海:上海教育出版社,2000.
[3] 李秉德.教学论[M].北京:人民教育出版社,2001.
[4] 陈琦,刘儒德.当代教育心理学(第二版)[M].北京:北京师范大学出版社,2007.
[5] 刘焱.儿童游戏通论[M].福州:福建人民出版社,2015.
[6] 李定仁,徐继存.课程论研究二十年[M].北京:人民教育出版社,2004.
[7] Stuart Lester,Wendy Russell.儿童游戏的权利——世界范围内游戏在儿童生活中重要性的考察(连载之一)[J].周桂勋,译.陕西学前师范学院学报,2018,34(1):107-132.
[8] Stuart Lester,Wendy Russell.儿童游戏的权利——世界范围内游戏在儿童生活中重要性的考察(连载之二)[J].周桂勋,译.陕西学前师范学院学报,2018,34(2):127-133.
[9] Hirsh,Pasek K.,Golinkoff R.M.,Berk L.E.and Singer D G.A mandate for playful learning:presenting the evidence[M].New York:Oxford university press,2009.
[10] HOORN J V等.以游戏为中心的幼儿园课程[M].史明洁,等译.北京:中国轻工业出版社,2018.
[11] 教育部教师工作司.幼儿园教师专业标准(试行)[M].北京:北京师范大学出版社,2013.
[12] 向海英.学前教育课程创生研究[D].济南:山东师范大学,2010.
(1)狭义的学习是指儿童读、写和算数等学科知识获得与掌握,而广义的学习是指儿童在认知、情感、态度等诸多方面发生的持久的变化。
[2] 张华.课程与教学论[M].上海:上海教育出版社,2000.
[3] 李秉德.教学论[M].北京:人民教育出版社,2001.
[4] 陈琦,刘儒德.当代教育心理学(第二版)[M].北京:北京师范大学出版社,2007.
[5] 刘焱.儿童游戏通论[M].福州:福建人民出版社,2015.
[6] 李定仁,徐继存.课程论研究二十年[M].北京:人民教育出版社,2004.
[7] Stuart Lester,Wendy Russell.儿童游戏的权利——世界范围内游戏在儿童生活中重要性的考察(连载之一)[J].周桂勋,译.陕西学前师范学院学报,2018,34(1):107-132.
[8] Stuart Lester,Wendy Russell.儿童游戏的权利——世界范围内游戏在儿童生活中重要性的考察(连载之二)[J].周桂勋,译.陕西学前师范学院学报,2018,34(2):127-133.
[9] Hirsh,Pasek K.,Golinkoff R.M.,Berk L.E.and Singer D G.A mandate for playful learning:presenting the evidence[M].New York:Oxford university press,2009.
[10] HOORN J V等.以游戏为中心的幼儿园课程[M].史明洁,等译.北京:中国轻工业出版社,2018.
[11] 教育部教师工作司.幼儿园教师专业标准(试行)[M].北京:北京师范大学出版社,2013.
[12] 向海英.学前教育课程创生研究[D].济南:山东师范大学,2010.
(1)狭义的学习是指儿童读、写和算数等学科知识获得与掌握,而广义的学习是指儿童在认知、情感、态度等诸多方面发生的持久的变化。