【作者】 秦振飙；

【导师】 侯莉敏；

【作者基本信息】 广西师范大学 ， 教育学原理， 2005， 硕士

【摘要】 《基础教育课程改革纲要(试行)》提出要“改变课程过于注重知识传授的倾向,强调形成积极主动的学习态度,使获得基础知识与基本技能的过程同时成为学会学习和形成正确价值观的过程。”“改变课程结构过于强调学科本位,科目过多和缺乏整合的现状”。“幼儿园教育要依据幼儿身心发展的特点和教育规律,……培养幼儿良好的行为习惯,保护和启发幼儿的好奇心和求知欲,促进幼儿全身心和谐发展。”《幼儿园教育指导纲要(试行)》强调幼儿园的教育内容应是全面的、启蒙性的。要求幼儿教育应注意各领域内容的相互渗透,要从不同的角度促进幼儿情感、态度、知识、技能等方面的发展。明确指出:“幼儿园教育是基础教育的重要组成部分,是我国学校教育和终身教育的奠基阶段。”强调“幼儿园应与家庭、社区密切合作,与小学相互衔接。”教育的衔接要求课程的衔接,幼小衔接教育最终还必须借助于幼小衔接课程的实施来进行。因此,作为基础教育重要组成部分的幼儿园教育,在基础教育课程改革的背景下,贯彻《幼儿园教育指导纲要(试行)》所要求的“与小学教育相互衔接”,怎样设计课程?怎样组织课程内容?又怎样科学地实施课程?以便使之既能够适应幼儿的身心发展的特点,体现出课程的适宜性,又能够很好地使幼儿园教育与小学教育相互衔接呢?这些问题值得思考、探究。本研究综合使用文献法、问卷调查、观察和访谈等方法。从衔接教育中的课程入手,采用定量的调查研究方法,对幼小衔接的两头,即幼儿园和小学教师的课程观念,课程目标、课程内容、课程实施以及课程管理等情况进行问卷调查,在此基础上,研究分析目前广西幼小衔接课程的现状,剖析幼儿园中幼小衔接课程改革的优势以及面临的问题,进而提出幼小衔接新课程与建构实施建议。调查中,我们发现幼小衔接课程面临的问题主要表现在以下几个方面: 1 教师对衔接教育的认识还存有偏差,课程观念陈旧。2 课程目标过于集中,不利于幼儿的全面发展。3 教师对教材的依赖性较强,课程内容有待进一步改善。4 课程实施手段滞后,资源的有效利用不充分。5 课程管理较为单一,不利于课程的发展。建议幼儿园中幼小衔接课程应从以下几个方面建构实施: (一)树立正确的教育观,更新幼小衔接的课程理念.幼小衔接课程是幼儿主动建构知识以及意义的过程,是幼儿现实生活世界的整体图景,不是特定的分科知识。(二)明确课程目标,着力于幼儿适应小学能力的培养,包括对幼儿进行入学意识的教育,促进幼儿思维的发展,培养幼儿的基础学力和良好的学习品质,做好入学前的准备,对幼儿社会适应能力的培养,这包括对幼儿主体性的培养、发展人际交往能力和责任心的培养。更多还原

【Abstract】 The Outline for Basic Education Curriculum Reform puts forward that: “It shifts the curriculum with a trend of focusing more on knowledge and emphasizes the forming of positive and initiative learning attitude. The process of learning how to learn and forming correct values will become one in which basic knowledge and basic skills can be acquired”. “It needs to change the present situation involving too much emphasis on the curriculum itself in course structure, too many subjects and lack of integration.”Based on children’phisical and mental development and education laws, ……education in the kindergarten needs to cultivate their fine behaviors and habits, to protect and inspire their curiosity and desire to seek knowledge, so that they can develop physically and mentally harmoniously.”The Guidance of Kindergarten Education emphasizes that kindergarten education should be comprehensive and enlightened. It is required to interpremeate different areas, so from different perspective it can facilitate the development of emotion, attitude, knowledge, skills, etc. It stresses that :“as a vital component of basic education, kindergarten education is the foundation stage in school education and long life education.”It also emphasizes that: “with mutual transit to primary school , kindergarten should cooperate closely with families and communities .”Education transit demands curriculum transit, and transit education between kindergarten and primary school relies on the curriculum. Hence, kindergarten education, an important part of basic education, which is also under the background of reform of basic education course, implements what requires in The Guidance of Kindergarten Education as “to have a mutual transit to primary school.”However, the following questions worth considering and exploring: How to design the curriculum? How to organize the curriculum content? How to implement the curriculum scientifically? How to make a better mutual transit between kindergarten education and primary education while it can both adapt to the children’s physical and mental characters and embody the course suitability? This study synthesizes approaches of document, questionnaire, observation, investigation, etc. Beginning with the curriculum of transit education, it adopts quantities research, and carries out a questionnaire on curriculum belief, curriculum objective, content organization, implementation and curriculum management between kindergarten and primary school teachers. On the basic of this, it analyzes the present situation of transit course in kindergartens of Guangxi Zhuang Autonomous Region, and explores present advantages and the problems of the transit course reform, then puts forward some suggestion for the reform. During this research, some problems confront the transit course: 1.There is some deviation from teachers’understanding of transit education; besides, the curriculum concept is out of date. 2.It does not help children’s all—around development because of too much focus on the curriculum objective. 3.Teachers place too much reliance on syllabus and curriculum content requires further improvement. 4.The means of implementing the course is backward and resources cannot be fully used. 5.Curriculum management lacks variety that is not good for the curriculum development. Some suggestion is put forward for the transit curriculum in kindergartens of Guangxi Zhuang Autonomous Region: 1. Establish correct outlooks on education, transform the ideal of the transit curriculum. It is a process of children’s initiative construction of knowledge and meaning, a whole view of reality world rather than specific course knowledge. 2. Teachers should clarify the objective of transit curriculum and attach significance to cultivation of children’s ad ability including educating them in terms of enrollment awareness, facilitating the development of thinking way, developing the basic learning ability and fine learning quality, and preparing for entering primary school. It also consists of cultivating children’s initiative, developing interpersonal communicating ability and cultivating their responsibility. 3. Education content ought to be integrated which is authentic to children’s reality. This integration is in the area, between areas and beyond the area. 4. Integrate the resources of the curriculum; promote the interaction and relationship in all aspects of the curriculum. On one hand, teaching material needs to be developed and supplemented, even extended from the perspective of children’s life background, present situation of social development, etc. And it needs to fully explore and effectively make use of community resources, family resources, etc. On the other hand, human resources should be integrated. 5. Strengthen the management of the curriculum; pay attention to the integrations the both aspect of the curriculum.更多还原