多年的幼儿园课程研究实践使我们清楚地认识到,幼儿园课程建设的重要目标是建构适合本园实情的园本课程。因为课程设计、开发与实施的全过程只有充分考虑本园的幼儿、教师和可利用的一切资源,才能最大限度、最有效地促进全体幼儿的和谐发展。经历了十几年的探索实践,我园田野课程的基本理念和框架结构已初步形成。 一、田野课程内涵与特点 (一)内涵 “田野课程”由南师大虞永平博士提出,借用了“田野”一词所体现出的原始、开放、丰富、自然的本意,引申为教育环境与情景的真实性、开放性和丰富性。 田野课程强调贴近幼儿的生活,尊重幼儿的兴趣和需要,注重幼儿自主探究性学习,将幼儿置身于真实的场景、环境、情境之中, Many years of kindergarten curriculum research practice makes us clearly recognize that the kindergarten curriculum construction is an important goal is to build a garden-based curriculum suited to the facts of this park. Because curriculum design, development and implementation of the whole process only fully consider the park’s children, teachers and all available resources in order to maximize, most effectively promote the harmonious development of all children. After more than ten years of exploration and practice, the basic concept and frame structure of our garden field course have taken shape. I. Connotation and Features of the Field Courses (I) Connotation The “Field Courses” was proposed by Dr. Yu Yongping of the NNU and borrowed the original, open, rich and natural intentions embodied by the word “field” and extended it to the educational environment and scenarios The authenticity, openness and richness. Field courses emphasize close to children’s life, respect for children’s interests and needs, pay attention to children’s exploratory learning, the young children exposure to the real scene, the environment, the situation,