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在进行活动整合课程研究时,我们从加德纳的多元智能理论中获得了这样的认识:(1)我们希望提供一种能兼顾儿童发展个别差异性和儿童发展全面性的课程构架,寻找相对符合儿童兴趣和可能容许不同儿童共同学习的内容。(2)我们需要寻找各个发展领域的核心概念和核心技能,并将此有效地整合到课程目标、内容中去,使儿童在学习中逐步掌握和发展这些领域概念和技能。(3)我们要通过活动的方式来引导幼儿学习,尽可能地为不同需要的幼儿提供轻松自在的、合适的学习情景。值得我们关注的是,我国的《幼儿园教育指导纲要(试行)》指出,幼儿园教育内容“可以相对划分为健康、语言、社会、科学和艺术等五个领域,也可作其他不同的划分。各个领域的内容相互渗透,从不同的角度去促进幼儿情感、态度、能力、知识、技能等方面的发展”。因而我们在课程设计中需要考虑两种领域划分的对应关系。在此,我们借用一个课程单元的网络图来说明这套活动整合课程在建构课程目标和内容时,如何处理课程整合观和领域观之间的统一协调问题。
In the study of activity integration curriculum, we got this recognition from Gardiner’s theory of multiple intelligences: (1) We hope to provide a curriculum architecture that can take into account the individual differences of children’s development and the comprehensive development of children in search of relative Children’s interests and content that may allow different children to learn together. (2) We need to look for core concepts and core skills in each area of development and effectively integrate them into the curriculum objectives and content so that children gradually master and develop concepts and skills in these fields. (3) We should guide young children through activities and try their best to provide children with different needs with comfortable and suitable study scenarios. What deserves our attention is that our Kindergarten Education Guidance Outline (for Trial Implementation) states that kindergarten education content can be divided into five areas: health, language, society, science and art, and other different The mutual penetration of the content of the field, from different angles to promote children’s emotional, attitudes, capabilities, knowledge, skills and other aspects of development. " Therefore, we need to consider the corresponding relationship between the two areas in the course design. Here, we use a network diagram of a course unit to illustrate how this activity integrates the curriculum in the construction of course objectives and content, how to deal with the integration of curriculum and the concept of unity between the field of view.