后现代视阈下高校学前教育专业课程建设思考——以学前儿童美术教育课程为例  

Reflection on Construction of Fine Art Course for Preschool Children:A Postmodern Perspective

作　　者：吴丽芳 

机构地区：[1]福建幼儿师范高等专科学校学前教育系,福建福州350007

出　　处：《徐州师范大学学报（教育科学版）》2012年第4期72-74,共3页Journal of Xuzhou Normal University(Educational Sciences Edition)

基　　金：2010年福建省教育厅人文社科课题"职场背景下学前教育专业实践教学体系的构建"(项目编号:JBS10364)研究成果

摘　　要：后现代主义课程观倡导开放性与流变性、多元性与差异性、对话性与过程性,为学前儿童美术教育课程建设研究注入了新的活力。后现代主义的课程理念启示我们,应加强学校与行业的深度融合,创建校企共育的建设模式;多元整合,系统优化,打造校本特色的课程体系;搭建教育研究和资源共享平台,促进课程建设和人才培养的可持续发展。Postmodern perspective on curriculum is featured by openness and flexibility, diversity and difference, dialogism and process. Its unique perspective on curriculum has infused vitality to preschool children＇s fine art education. The enlightenment of modern curriculum ideology calls for the in - depth amalgamation between schools and enterprises aiming at building a co-cultivation reform mode. Simultaneously, by integrating and optimizing resources, a school-based curriculum system can be carried. Moreover, by building platform for sharing resources for educational research, a sustainable developmental mode of curriculum construction and talent training can be established.

关 键 词：后现代主义 学前儿童 美术教育 课程建设 

分 类 号：G642.3[文化科学—高等教育学]