我国幼儿园主题式教育组合课程实践模式研究  

Curriculum Practice Pattern of Theme Educational Composition in Chinese Kindergarten

作　　者：甄丽娜[1] 

机构地区：[1]陕西学前师范学院学前教育系,陕西西安710100

出　　处：《陕西学前师范学院学报》2014年第6期1-5,共5页Journal of Shaanxi Xueqian Normal University

基　　金：陕西省教育厅科研基金项目(2013JK0382)

摘　　要：目前我国幼儿园主题课程存在的问题有:幼儿园课程设计等同于集体教学活动设计,集体教学活动与区域活动、生活活动等环节脱节,整合课程即五大领域课程拼奏,课程决策个人化,各子主题活动缺少沟通与晕化,不利于儿童学习品质发展等。主题式教育组合理念及课程实践模式能够支持幼儿进行主动的、一致的和连续的学习,有助于幼儿学习品质发展,优化幼儿园课程结构,提高主题式课程实施品质,促进幼儿园课程内涵建设和教师专业发展。There now exists some problems in Chinese kindergartens＇ theme curricula, which include that： curriculum design equals to collective activity instruction design; collective activity instructions are separated from regional activities and daily living activities, etc; curriculum integration equals to the mixture of five primary fields; curriculum decision-making becomes individualized; sub-theme activities lacks interactions and interrelation; there lacks the motivation development of children＇s study capability. The idea of the education composition and its curriculum patterns would be beneficial for children＇s active, consistent and continuous study, and would be good for the enhancement of children＇s study capability. Therefore, the paper suggests that we should optimize kindergarten＇s curriculum structure and improve teachers＇ professional skills.

关 键 词：幼儿园主题课程 教育组合 课程实践模式 

分 类 号：G424.1[文化科学—课程与教学论]