农村学前教育课程改革的路径选择——复杂性思维的视角  

Path Selection of the Rural Preschool Curriculum Reform:By the Perspective of Complexity Thinking

作　　者：廖莉[1,2] 袁爱玲[2] 

机构地区：[1]华南师范大学教育发展中心 [2]华南师范大学教育科学学院

出　　处：《华南师范大学学报（社会科学版）》2015年第1期84-88,190,共5页Journal of South China Normal University：Social Science Edition

基　　金：2012年广东高校人文社科重大攻关课题"广东省农村学前教育问题研究"(2012zgxm_0007)

摘　　要：农村学前教育课程在其独特的农村背景之下是一种复杂的、动态的存在,这种复杂性困扰着农村学前教育课程并引发了一系列的矛盾和冲突,比如:认识的恰切性与课程"去背景化"的冲突、课程"主体性"与"他者性"的冲突、课程整体与部分的矛盾、课程"自组织"与"他组织"的矛盾。面对复杂的农村学前教育课程,互生共联的宏大概念路径、整体与部分共存的全息路径、开放与变化的策略路径是走向复杂性思维方式的改革路径。Having an unique rural background,rural preschool education course is complex and dynamic.Such complexity affects rural preschool education courses:the conflict between proper understanding and course 'to background';the conflict between subjectivity and otherness of course;the contradiction between the whole and part of course;the paradox between the self-organization and heter-organization of course.Facing of the complexity of the rural preschool curriculum,this article puts forward the path selection of complexity thinking reform:Alternate with the grand concept of path;the whole and part of the coexistence of holographic path;the open and reforming strategy path.

关 键 词：农村学前教育课程 改革路径 复杂性思维 

分 类 号：G61[文化科学—学前教育学]