【摘要】： 主題教育活動(dòng)作為綜合性教育活動(dòng)的一種,強(qiáng)調(diào)以“主題”為中心,整合各個(gè)領(lǐng)域的知識(shí)、幼兒的生活需要、興趣愛(ài)好以及各種教育資源,來(lái)對(duì)幼兒進(jìn)行整合性教育,其原型可以追溯到國(guó)內(nèi)的“整個(gè)教學(xué)法”和國(guó)外的“設(shè)計(jì)教學(xué)法”。澳門(mén)從1999年回歸祖國(guó)后,作為中國(guó)的一個(gè)特別行政區(qū),澳門(mén)政府針對(duì)各階段的教育制定了相應(yīng)的教育政策,從而大大促進(jìn)了澳門(mén)教育的快速發(fā)展。但其歷史背景和文化環(huán)境決定了澳門(mén)現(xiàn)今的教育依舊存在著不足之處。長(zhǎng)久以來(lái),澳門(mén)私立幼兒園和公立幼兒園并存,并且私立幼兒園占絕大多數(shù)。私立幼兒園的硬件設(shè)備或是教育師資都無(wú)法和官立幼兒園相提并論,導(dǎo)致幼兒教育整體發(fā)展水平不高。主題教育活動(dòng)在澳門(mén)幼兒園教育活動(dòng)中的出現(xiàn)較晚,發(fā)展的水平也是良莠不齊。本文研究的目的是從澳門(mén)幼兒園主題教育活動(dòng)的實(shí)際出發(fā),發(fā)現(xiàn)其存在的問(wèn)題,并借鑒國(guó)外以及大陸部分優(yōu)秀的主題教育理念和實(shí)踐研究經(jīng)驗(yàn),探討促進(jìn)澳門(mén)幼兒園主題教育活動(dòng)發(fā)展的對(duì)策。 論文共分為三個(gè)部分: 第一部分:主題教育活動(dòng)的概述。主要內(nèi)容包括界定“主題”以及“幼兒園主題教育活動(dòng)”,并在此基礎(chǔ)上分析主題教育活動(dòng)的特點(diǎn)、類(lèi)型和主題教育活動(dòng)的國(guó)內(nèi)外理論基礎(chǔ)。 第二部分:介紹了澳門(mén)幼兒園主題教育活動(dòng)的背景。通過(guò)對(duì)1991年《澳門(mén)教育制度》和2006年《非高等教育制度綱要法》的比較,來(lái)見(jiàn)證澳門(mén)回歸以后教育的發(fā)展。對(duì)澳門(mén)幼兒園教育的發(fā)展?fàn)顩r進(jìn)行闡述,分析了幼兒園主題教育活動(dòng)中存在的問(wèn)題。從主題教育活動(dòng)的設(shè)計(jì)、主題教育活動(dòng)的開(kāi)展與實(shí)施、主題教育活動(dòng)的評(píng)價(jià)三方面,有針對(duì)性地指出了澳門(mén)主題教育活動(dòng)實(shí)踐過(guò)程中存在的一些問(wèn)題。 第三部分:針對(duì)第二部分所指出的澳門(mén)幼兒園主題教育活動(dòng)開(kāi)展過(guò)程中存在的問(wèn)題,借鑒現(xiàn)有的主題教育活動(dòng)的理論和實(shí)踐研究,在主題教育活動(dòng)的三大領(lǐng)域中,提出可能解決現(xiàn)存問(wèn)題的對(duì)策。 主題教育活動(dòng),作為一種教育形式,它對(duì)所要開(kāi)展的地域沒(méi)有限制,具有全球適應(yīng)性,只是具體的主題內(nèi)容是具有地方特性的。澳門(mén)幼兒園主題教育中的問(wèn)題,很多在大陸的幼兒園教育中同樣存在。在發(fā)展澳門(mén)幼兒園主題教育活動(dòng)時(shí),不僅要借鑒大陸以及外來(lái)的主題教育活動(dòng)開(kāi)展的經(jīng)驗(yàn),而且更要關(guān)注澳門(mén)主題教育活動(dòng)的本土化。
[Abstract]:As one of the comprehensive educational activities, thematic education activities emphasize the integration of knowledge in various fields, the life needs of young children, interests and hobbies as well as various educational resources to carry out integrated education for young children, focusing on the "theme" as the center, and integrating the knowledge of various fields, the life needs of young children, hobbies and various educational resources. Its prototype can be traced back to domestic "whole teaching method" and "design teaching method" abroad. Since the return of Macao to the motherland in 1999, as a special administrative region of China, the Macao government has formulated corresponding educational policies for all stages of education, which has greatly promoted the rapid development of education in Macao. However, its historical background and cultural environment determine that there are still shortcomings in Macao's present education. For a long time, private kindergartens and public kindergartens co-existed in Macao, and private kindergartens accounted for the vast majority. The hardware and teachers of private kindergartens can not be compared with government kindergartens, resulting in the overall development level of early childhood education is not high. The theme education activity appeared late in the Macao kindergarten education activity, the development level is also intermingled. The purpose of this study is to find out the existing problems from the reality of the theme education activities in the kindergartens of Macao, and to draw lessons from the outstanding theme education concepts and practical research experiences of some foreign countries and mainland China. This paper discusses the countermeasures to promote the development of theme education activities in kindergartens in Macao. The thesis is divided into three parts: the first part: the overview of thematic education activities. The main contents include defining "theme" and "kindergarten theme education activity", and on this basis, analyzing the characteristics, types and theoretical basis of themed education activity at home and abroad. The second part: introduces the background of the theme education activities of the kindergarten in Macao. By comparing the Macao Education system in 1991 with the outline Law on Non-higher Education system in 2006, we can witness the development of education after Macao's return to China. This paper expounds the development of kindergarten education in Macao, and analyzes the problems existing in the subject education activities of kindergartens. From three aspects: the design of thematic educational activities, the development and implementation of themed educational activities, and the evaluation of themed educational activities, some problems existing in the practice of themed educational activities in Macao are pointed out. The third part: in view of the problems existing in the process of carrying out the theme education activities in Macao kindergarten, the author draws lessons from the theoretical and practical research of the existing thematic education activities, and in the three major areas of the thematic education activities, Put forward the possible solutions to the existing problems. As a form of education, thematic education activities have no restrictions on the region to be carried out and have global adaptability, but the specific theme content has local characteristics. Many of the problems in kindergarten theme education in Macao also exist in kindergarten education in mainland China. In developing the theme education activities in Macao, we should not only draw lessons from the experiences of the mainland and other countries, but also pay more attention to the localization of the theme education activities in Macao.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類(lèi)號(hào)】：G612

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 陳丹;幼兒園運(yùn)用家庭資源進(jìn)行主題教育的研究[D];華東師范大學(xué);2012年

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本文編號(hào)：2159092