【作者】 严仲连；

【导师】 陈时见；

【作者基本信息】 广西师范大学 ， 课程与教学论， 2002， 硕士

【摘要】 幼儿园课程是幼儿教育改革的核心。研究广西幼儿园课程的现状有利于促进广西幼儿教育水平的提高。结合“幼儿园课程结构的调整与适应性研究”课题，通过调查，发现广西幼儿园课程的现状是：课程目标呈现多样化，但不能满足所有家长的需要；课程内容超载严重，课程形式落后；课程的实施不能满足所有幼儿的发展；课程管理滞后于课程发展的要求；课程资源不足同时又不重视开发；课程评价与新型人才培养不一致。 课程的存在与产生是离不开社会、哲学及心理学的发展的。21世纪是以知识的创新和应用为重要特征的知识经济时代，科学技术迅猛发展，国际竞争日趋激烈，国力的强弱越来越取决于劳动者的素质。社会的信息化、经济的全球化使创新精神与实践能力成为影响整个民族生存状况的基本因素。因此，21世纪将是教育和学习起核心作用的时代。 主体性教育思想已影响到我国教育的各个层面。主体性教育的课程观认为，教育要促进学生主体性素质的发展，就必须建立合理的课程结构；同时更新、调整和丰富教材的内容和形式，实现教材知识内容的结构化。 加纳德的理论给教师在课程的实施过程提出了新的理论，这种理论的产生使当今的个性化教育有了新的诠释。幼儿(或学生)的能力的发展存在着不同的发展，这种能力的发展要求教师改变好学生(或好孩子)、差学生的看法。课程的实施应该更多地考虑到儿童的个性发展差异，同时尊重这种差异。 新的知识观也是课程改革的一个心理学原因。现代心理学认为知识是主体通过与其环境相互作用而获得的信息及其组织。它分陈述性知识和程序性知识。这种新的知识观要求人们课程的目的不应仅仅局限于概念、法则的阐述与表征，同时还应考虑到能力与策略。 随着科技的发展，现代社会逐步由现代社会转向后现代社会，现代知识的性质也向后现代知识性质转变。后现代知识的性质，要求后现代课程改革科学课程，科学课程内容的编排要走出原来狭隘的分科课程模式，采用一种内容更加丰富的“大科学课程”模式；要求开发本土课程；加强人文课程。 总结广西幼儿园课程的发展历程，我们发现，专家与广大教师的参与是幼儿园课程改革成功的保证。但在改革过程中，难免会遇到来自改革者、改革对象、环境诸多方面的阻碍。 对教育改革来说，改革的顺利推行和目标的达成需要若干条件(即改革所需条件），但在现实改单趾界里，一项改革所实际面对的条件（即改革现实条件），常难达到所需条件之求，存在着或大或小的差距。改革所需条件颇具理想化特征，任何一项改革在其推行过程中所面对的条件，既包括一些对于改革顺利推行和改革目标达成的有利囚素，又包括一些阻碍、抗拒改革顺利椎行和改革目标达成的囚索，即阻抗凶索。 据阻抗因素与改革活动之关系，有人将阻抗分为五大类型，而每一类阻抗又有若干子阻抗因索：改革代理人（昭ent）囚素；改革管理因素；改革对象O呷et）囚累；改革当事人（client）囚索；改单的环境囚索，又分社会因素（如政治、经济、文化和人口）和自然囚索（如地理环境）。 幼儿团新一轮课程改松c经仆始，它呈观出以人为本、立足于终身教育的发展、血向科学等特点，以捉升教帅的索质、促高幼儿园的办园水平、促进幼儿的全啊发展为取向，俐着多样化、观代化、多元化、个性化、园本化等方向发展。更多还原

【Abstract】 The kindergarten’s curriculum is the core of the revolution of the early child education. Researching the present state of the kindergarten’s curriculum in Guangxi Autonomous Region is beneficial to the development of the early child educational level. First,by inquiring and combining with the topic "Adjustment of the kindergarten’s curriculum and Research in Adaptation",we find that the curriculum’s purposes are various but can’t meet the parents’ demands. Further more the curriculum’s content is over-loaded and its forms lay behind. Thus the curriculum implementation can’t satisfy all the children. Third,the shortage of the curriculum nature accompanied with the deficit development,the curriculum management is backward to the development in the kindergarten’s curriculum. Last,the notion of the curriculum evaluation falls behind,which is not harmony with the new kinds of talent’s training.The existence and occurrence of the curriculum depends on the developments of the society,the philosophy and the psychology. This is a knowledge economy which is characterized by the knowledge innovation and application. With the development in the technology and acute competition,whether a nation is powerful or weak is decided by the people’s quality. The nation’s survival state is affected by the following essential factors such as the innovation and the practical ability affected by the information of the society,and the globalization of economy. So,we enter an era when the education and the study play the essential roles.The subjective theory has been spread now. The view of the curriculum in the subjective theory is that,the reasonable curriculum framework should be founded,then the education can accelerate the students’ development. Meanwhile the content and the form in the books should be renewed,modulated,and enriched,which can make the knowledge in the book be fabric.Multiple Intelligences written by Howard Gardner present a new theory in the curriculum implementation for the teachers,which bring a new annotation for today’s individual education. The developments in the children’s (pupil) ability is different,which requires the teachers to change their criterion about the good student (or child). The curriculum implementation should based on the children’s individuality and respect it.The new view on the knowledge is another psychological reason on thecurriculum innovation. It is thought that the knowledge is the information and the constitution acquired through reciprocity between the subject and the environment. The knowledge is divided into the state-knowledge and the procedure-knowledge,which demands the aims of the curriculum to consider the ability and the strategy rather than to limit the explanation and representation of the nation and the law.With the development in the technology,the modern society is turning to the post-modern society,the modern knowledge quality to post-modern knowledge,which requires us to change the present curriculum into synthesis curriculum,develop the mainland curriculum and strengthen the humanity curriculum.Summarizing the history of the kindergarten’s curriculum in Guangxi Autonomous Region,we find that the experts and the teachers should be involved in the curriculum’s revolution. However it may be resisted by the innovator,innovative target and surroundings etc.The accomplishment of Education innovation needs innumerable conditions (namely the required innovational conditions). In reality,the conditions are not idealized enough to the innovation. Some of the conditions may be helpful to the innovation,while some are resistant elements which can be divided into agent,management,target,client and environment included social factors (such as politics,economics,culture and population) and natural factors (geographical environment).The new revolution of the kindergarten’s curriculum has begun. It is characterized by humanism,life-education and science. It aims at developing the teachers’ quality,enhancing the kindergarten’s level and promoting the childr更多还原