后现代课程观下皮影戏融入幼儿园课程的思考  

Integrating Shadow Puppetry into Kindergarten Curriculum:A Postmodern Curriculum Perspective

作　　者：郑雪松 姚思羽 ZHENG Xuesong;YAO Siyu(School of Educational Science,Xinyang Normal University,Xinyang Henan,464000)

机构地区：[1]信阳师范大学教育科学学院,河南信阳464000

出　　处：《现代基础教育研究》2024年第4期245-250,共6页Research on Modern Basic Education

基　　金：2023年度河南省高等学校哲学社会科学应用研究重大项目“河南教育推进黄河文化遗产保护和传承研究”(项目编号:2023-YYZD-19);2024年度河南省高等教育教学改革研究与实践项目“教师教育平台课铸牢中华民族共同体意识BOPPPS课程思政教学模式研究”(项目编号:2024SJGLX0382);2024年河南省研究生课程思政示范课程项目“现代教学论”(项目编号:YJS2024SZ31);2024年度研究生导师队伍建设研究项目“研究生导师课程思政团队建设研究”(项目编号:2024YJZX06)。

摘　　要：皮影戏所具有的活态性、传承性、综合性、生活性、戏剧性等特性,与现代课程观所主张的生成、开放、平等对话等理念一脉相承。后现代课程观使我们意识到:生成性的皮影戏课程目标能激发幼儿的情感和创造力,开放、动态的皮影戏课程模式有助于实现幼儿课程生活化取向,建立在合作共享基础上的师幼伙伴关系能够深化幼儿对皮影戏的认知、认同。皮影戏融入幼儿园课程应遵循动态性、适宜性、对话性等原则和文化关联,幼儿园可以从皮影戏主题教育环境创设、光影游戏课程设计、“皮影戏+X”资源平台的搭建、幼儿一日活动的融入和特色课程的创建等,来推进皮影戏融入幼儿园课程实践。Shadow puppetry,with its qualities of being lively,traditional,comprehensive,closer to life,and dramatic,aligns closely with the postmodern curriculum perspective,which emphasizes the concepts of generation,openness,and equal dialogues.This approach helps us realize that generative curriculum goals through shadow puppetry can stimulate children’s emotions and creativity,while an open and dynamic course model encourages a lifestyle-oriented curriculum.A collaborative and shared teacher-child partnership enriches children’s understanding and appreciation of shadow puppetry.Shadow puppetry’s integration into kindergarten curriculum should adhere to the principles of dynamism,suitability,dialogue,and cultural relevance.Kindergartens can promote the incorporation of shadow puppetry through the integration of thematic education environments,light-and-shadow activities,a“shadow puppetry+X”resource platform,the one-day activity along with the development of distinctive curriculum.

关 键 词：幼儿园课程 皮影戏 后现代课程观 幼儿体验 

分 类 号：J82[艺术—戏剧戏曲]