【摘要】：教育部2001年頒布的《幼兒園教育指導(dǎo)綱要(試行)》指出,“幼兒園教育是基礎(chǔ)教育的重要組成部分,是我國學(xué)校教育和終身教育的奠基階段�！苯裉斓挠變菏敲魈焐鐣闹魅�,幼兒期的社會性發(fā)展將影響人的一生。幼兒園社會領(lǐng)域課程是促進(jìn)、實(shí)現(xiàn)幼兒社會性發(fā)展的基本途徑,其內(nèi)容涵蓋了兒童社會性發(fā)展的各個方面。然而,對于幼兒園社會領(lǐng)域課程實(shí)施過程,由于自身認(rèn)識水平及個人能力的差異,以及外在環(huán)境條件的不同,不同的教育工作者或者同一個教育工作者在不同的情境下都會有不同的理解和做法,導(dǎo)致課程實(shí)施過程中側(cè)重點(diǎn)不同,從而影響到幼兒社會教育目標(biāo)的實(shí)現(xiàn)。 故本研究采用文獻(xiàn)資料法、問卷調(diào)查法、訪談法、內(nèi)容分析法及觀察法,通過對重慶市主城區(qū)幼兒園社會領(lǐng)域課程實(shí)施現(xiàn)狀進(jìn)行調(diào)研的基礎(chǔ)上,探究課程實(shí)施中存在的問題,分析成因并嘗試為幼兒園社會領(lǐng)域課程的有效實(shí)施提供建議。研究由四部分組成。 第一部分為緒論。在查閱大量文獻(xiàn)資料的基礎(chǔ)上,對國內(nèi)外幼兒園社會領(lǐng)域課程和課程實(shí)施做了研究述評；并對核心概念幼兒園社會領(lǐng)域課程、課程實(shí)施及幼兒園社會教育進(jìn)行界定；對理論基礎(chǔ)和研究設(shè)計作了簡述。 第二部分為幼兒園社會領(lǐng)域課程實(shí)施現(xiàn)狀及存在問題。通過內(nèi)容分析法、問卷調(diào)查法、訪談法及觀察法對重慶市主城區(qū)幼兒園社會領(lǐng)域課程實(shí)施現(xiàn)狀作了一定了解,從教師、幼兒園、家庭和社區(qū)三個方面揭示出存在的一些問題,如幼兒教師在社會領(lǐng)域課程實(shí)施過程中存在不合理的觀念及做法；幼兒園沒有定期的社會領(lǐng)域教研制度及家長尤其是社區(qū)資源利用不足等。 第三部分為存在問題的成因分析。實(shí)施過程中問題存在的原因主要有：幼兒教師對社會領(lǐng)域課程實(shí)施的認(rèn)識不夠；幼兒園領(lǐng)導(dǎo)對社會領(lǐng)域課程實(shí)施支持力度不夠及有利于社會領(lǐng)域課程實(shí)施的外部環(huán)境沒有形成。 第四部分為對策研究。探討了幼兒園社會領(lǐng)域課程實(shí)施的對策,比如引導(dǎo)教師將新的教育理念轉(zhuǎn)化為教育實(shí)踐；重構(gòu)幼兒園有利于社會領(lǐng)域課程實(shí)施的管理體系及充分發(fā)揮各種教育資源的作用。
[Abstract]:The "guidelines for Kindergarten Education (trial)" issued by the Ministry of Education in 2001 points out that "kindergarten education is an important part of basic education and the foundation stage of school education and lifelong education in China." Today's children are the masters of tomorrow's society, and the social development of infancy will affect people's life. The kindergarten social field curriculum is the basic way to promote and realize the children's social development, and its contents cover all aspects of the children's social development. However, in the course of curriculum implementation in the social field of kindergarten, due to the differences in their own level of understanding and personal ability, as well as the different external environmental conditions, Different educators or the same educators will have different understanding and practice in different situations, which will lead to different emphasis in the course of curriculum implementation, thus affecting the realization of the social education goals of young children. Therefore, this study adopts the methods of literature, questionnaire, interview, content analysis and observation. Based on the investigation and investigation of the present situation of curriculum implementation in the social field of kindergartens in Chongqing, the problems existing in the course implementation are explored. Analyze the causes and try to provide suggestions for the effective implementation of kindergarten social field curriculum. The research consists of four parts. The first part is the introduction. On the basis of consulting a great deal of literature, the author makes a review of the curriculum and curriculum implementation in the social field of kindergarten at home and abroad, and defines the curriculum, curriculum implementation and social education in kindergarten, the core concept of which is the curriculum in the social field of kindergarten, the implementation of curriculum and the social education in kindergarten. The theoretical basis and research design are briefly described. The second part is the current situation and problems of curriculum implementation in kindergarten social field. By means of content analysis, questionnaire investigation, interview and observation, this paper makes a certain understanding of the present situation of curriculum implementation in the social field of kindergartens in Chongqing, and reveals some problems from three aspects: teachers, kindergartens, families and communities. For example, there are unreasonable ideas and practices in the course of curriculum implementation in the social field, there is no regular system of teaching and research in the social field and parents, especially in the community, are underutilized and so on. The third part is the analysis of the causes of the existing problems. The main reasons for the problems in the process of implementation are: the lack of understanding of the curriculum implementation in the social field by kindergarten teachers, the insufficient support for the implementation of the curriculum in the social field by kindergarten leaders and the lack of an external environment conducive to the implementation of the curriculum in the social field. The fourth part is the countermeasure research. This paper probes into the countermeasures of curriculum implementation in the social field of kindergarten, such as guiding teachers to transform the new educational concept into educational practice, reconstructing the management system of curriculum implementation in the social field and giving full play to the role of various educational resources.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：G612

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 薛燕;呼和浩特市幼兒園社會領(lǐng)域課程實(shí)施現(xiàn)狀與發(fā)展研究[D];內(nèi)蒙古師范大學(xué);2012年

2 梁瑞雪;我國不同時期幼兒園社會教育特點(diǎn)研究[D];首都師范大學(xué);2013年

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本文編號：2160023