本文關(guān)鍵詞： 幼兒園實(shí)驗(yàn)熱 理性分析 建議　出處：《東北師范大學(xué)》2005年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：幼兒園教育教學(xué)實(shí)驗(yàn)是一個(gè)熱點(diǎn)問(wèn)題,本文針對(duì)這一問(wèn)題進(jìn)行分析與反思,尋找其成因,分析其特點(diǎn),肯定積極因素,發(fā)現(xiàn)存在問(wèn)題,提出發(fā)展建議。以一種理性態(tài)度來(lái)審視當(dāng)前的幼兒園教育教學(xué)“實(shí)驗(yàn)熱”現(xiàn)象,以科學(xué)的教育教學(xué)實(shí)驗(yàn)方法和正確的態(tài)度來(lái)開(kāi)展實(shí)驗(yàn),是幼兒園教育教學(xué)實(shí)驗(yàn)健康發(fā)展的需要,更是幼兒園教育能夠可持續(xù)地和諧發(fā)展的需要。 論文分五部分: 第一章:結(jié)合幼兒園中的一些現(xiàn)象,提出“實(shí)驗(yàn)熱”確實(shí)是幼兒園的一個(gè)熱點(diǎn)問(wèn)題,同時(shí),幼兒園教育的健康發(fā)展需要我們對(duì)其進(jìn)行適時(shí)反思。 第二章:從社會(huì)的關(guān)注、家長(zhǎng)的高期望和幼兒園生存競(jìng)爭(zhēng)的需要,以及幼兒園教育的非義務(wù)性教育幾個(gè)方面來(lái)分析“實(shí)驗(yàn)熱”產(chǎn)生的原因。 第三章:先通過(guò)對(duì)實(shí)驗(yàn)引入方式、實(shí)驗(yàn)進(jìn)行方式、實(shí)驗(yàn)理論基礎(chǔ)、教師培訓(xùn)方式這幾個(gè)方面進(jìn)行劃分,分析實(shí)驗(yàn)的類(lèi)型多樣的特點(diǎn);再縱觀幼兒園的教育教學(xué)實(shí)驗(yàn)的整個(gè)狀況,分析實(shí)驗(yàn)的變革性、外源性特點(diǎn)。 第四章:通過(guò)對(duì)不同實(shí)驗(yàn)及其參與教師的分析,肯定實(shí)驗(yàn)的積極效果,包括:教師觀念轉(zhuǎn)變、科研意識(shí)增強(qiáng)以及課程模式多樣與教學(xué)方法更有針對(duì)性。同時(shí)還分析了實(shí)驗(yàn)中存在的盲目性和功利性問(wèn)題。 第五章:針對(duì)幼兒園教育教學(xué)實(shí)驗(yàn)的未來(lái)發(fā)展需要和當(dāng)前存在的問(wèn)題,提出了,幼兒園應(yīng)該重視實(shí)驗(yàn)的內(nèi)源性發(fā)展,日常教育教學(xué)活動(dòng)應(yīng)該圍繞著內(nèi)源性實(shí)驗(yàn)展開(kāi),通過(guò)日常教育實(shí)驗(yàn)提高教師專業(yè)素質(zhì);以內(nèi)源性教育實(shí)驗(yàn)促進(jìn)園本課程形成;建立開(kāi)放的專業(yè)學(xué)習(xí)化組織以保證內(nèi)源性實(shí)驗(yàn)的持續(xù)開(kāi)展。
[Abstract]:The teaching experiment of kindergarten education is a hot issue. This paper analyzes and reflects on this problem, finds out its causes, analyzes its characteristics, affirms the positive factors, and finds out the problems. It is necessary for the healthy development of kindergarten educational experiment to examine the phenomenon of "experimental fever" in kindergarten education and teaching with a rational attitude, and to carry out experiments with scientific educational and teaching experimental methods and correct attitude. It is also the need for the sustainable and harmonious development of kindergarten education. The paper is divided into five parts:. Chapter one: considering some phenomena in kindergarten, the author points out that "experimental fever" is indeed a hot issue in kindergarten, and at the same time, the healthy development of kindergarten education needs us to reflect on it. The second chapter analyzes the causes of "experimental fever" from the social concern, the high expectation of parents and the need of kindergarten survival competition, as well as the non-compulsory education of kindergarten education. The third chapter: through the introduction of experiments, experimental methods, experimental theoretical basis, teacher training methods to analyze the characteristics of the various types of experiments, and then look at the whole situation of kindergarten education and teaching experiments, The characteristics of the experiment are analyzed. Chapter 4th: through the analysis of different experiments and their participation in teachers, we affirm the positive effects of experiments, including: the change of teachers' concepts, The enhancement of scientific research consciousness and the diversity of curriculum models are more pertinent to the teaching methods, and the blindness and utilitarian problems existing in the experiment are also analyzed. Chapter 5th: aiming at the need of the future development of kindergarten education and teaching experiment and the existing problems, the author points out that kindergarten should attach importance to the endogenous development of the experiment, and the daily education and teaching activities should revolve around the endogenous experiment. To improve teachers' professional quality through daily educational experiments; to promote the formation of garden-based curriculum by endogenous educational experiments; to establish an open professional learning organization to ensure the continuous development of endogenous experiments.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2005
【分類(lèi)號(hào)】：G612

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 李云淑;;對(duì)園本課程等概念的再思考——兼與幼教理論界學(xué)者商榷[J];上海教育科研;2013年07期

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本文編號(hào)：1509367