儿童视角下信息技术与幼儿园课程整合的形态与实践路向  

Form And Practical Direction of the Integration of Information Technology And Kindergarten Curriculum from the Perspective of Children

作　　者：李燕 骆丹丹 吴丹 隆思洁 LI Yan;LUO Dandan;WU Dan;LONG Sijie(Shuguang Kindergarten Education Group of Shapingba District,Chongqing 400000 China)

机构地区：[1]重庆市沙坪坝区曙光幼儿园教育集团,重庆400000

出　　处：《学前教育研究》2023年第8期83-86,共4页Studies in Early Childhood Education

基　　金：重庆市自然科学基金博士后项目“智慧学习空间中幼儿教师教学效能测评研究”(编号:cstc2021jcyj-bsh0091);中央高校基本可言业务项目“智慧学习空间中幼儿教师教学效能模型建构及测评研究”(编号:SWU2109322)。

摘　　要：儿童视角下信息技术与幼儿园课程整合表现为“虚实交融”的儿童生活世界、“人机融合”的儿童活动环境、“体脑结合”的儿童学习方式等具体形态。在具体实践中应该以儿童高层次思维能力培养为整合核心,以促进全时空数字化资源转化为整合关键,以突破“家园社”协作时空限制为整合重点,以建构儿童生命主体性发展评价为整合方向。The high-quality integration of information technology and kindergarten curriculum requires attention to the perspective of children.The integration of information technology and kindergarten curriculum from the perspective of children is manifested in specific forms such as a“virtual and real integration”of children's living world,a“human-machine integration”of children's activity environment,and a“body and brain integration”of children's learning methods.In specific practice,the core of integration should be the cultivation of children's high-level thinking ability,the key to integration should be the promotion of the transformation of digital resources throughout time and space,the key to integration should be breaking through the limitations of “home society”collaboration time and space,and the direction of integration should be to construct the evaluation of children's life subjectivity development.

关 键 词：儿童视角 信息技术 幼儿园课程 整合 

分 类 号：G434[文化科学—教育学] G612[文化科学—教育技术学]