摘 要：随着学前教育改革的深入推进，园本课程开发已成为提升幼儿园教育质量的重要途径。本研究以某地多所幼儿园为实践对象，旨在探索适合本土化需求的园本课程开发模式。研究采用行动研究法与案例分析法相结合的方式，通过系统观察、深度访谈和问卷调查收集数据，并结合理论指导与实践反馈进行迭代优化。研究发现，园本课程开发需充分考虑地域文化特色、幼儿发展需求及教师专业能力，构建“三位一体”的课程框架能够有效促进课程内容的科学性和适切性。创新点在于提出了“动态循环改进模型”，强调课程开发中的持续反思与调整机制。此外，研究还验证了教师参与式研发对提升课程实施效果的积极作用。总体而言，本研究为幼儿园园本课程开发提供了可操作的实践路径，对推动学前教育高质量发展具有重要参考价值。
关键词：园本课程开发；动态循环改进模型；教师参与式研发
Abstract：With the deepening of preschool education reform, the development of kindergarten-based curriculum has become an important approach to improving the quality of early childhood education. This study took multiple kindergartens in a specific region as practical cases, aiming to explore a kindergarten-based curriculum development model that suits local needs. By combining action research and case analysis, data were collected through systematic observation, in-depth interviews, and questionnaire surveys, while iterative optimization was conducted based on theoretical guidance and practical feedback. The findings indicate that the development of kindergarten-based curriculum should fully consider regional cultural characteristics, children's developmental needs, and teachers' professional capabilities. Constructing a "trinity" curriculum fr amework can effectively promote the scientific rigor and appropriateness of curriculum content. An innovation of this study is the proposal of a "dynamic cyclic improvement model," which emphasizes continuous reflection and adjustment mechanisms in the curriculum development process. Additionally, the study validates the positive role of teacher-participatory development in enhancing the effectiveness of curriculum implementation. Overall, this research provides an operable practical pathway for kindergarten-based curriculum development and holds significant reference value for promoting high-quality development in preschool education.
Keywords: Garden-Based Curriculum Development；Dynamic Cycle Improvement Model；Teacher-Involved Research And Development
目 录
引言 1
一、幼儿园园本课程开发的理论基础 1
(一)园本课程的核心概念 1
(二)理论框架与支撑体系 2
(三)国内外研究现状分析 2
二、园本课程开发的目标与内容设计 3
(一)课程目标的确立依据 3
(二)内容选择的原则与方法 3
(三)特色课程模块的设计实践 4
三、园本课程开发的实施路径 4
(一)教师角色与能力要求 4
(二)实施过程中的关键环节 5
(三)家园合作的实践探索 5
四、园本课程开发的效果评估与优化 6
(一)评估指标体系的构建 6
(二)数据收集与分析方法 6
(三)持续改进的具体策略 7
结论 7
参考文献 8
致谢 8
关键词：园本课程开发；动态循环改进模型；教师参与式研发
Abstract：With the deepening of preschool education reform, the development of kindergarten-based curriculum has become an important approach to improving the quality of early childhood education. This study took multiple kindergartens in a specific region as practical cases, aiming to explore a kindergarten-based curriculum development model that suits local needs. By combining action research and case analysis, data were collected through systematic observation, in-depth interviews, and questionnaire surveys, while iterative optimization was conducted based on theoretical guidance and practical feedback. The findings indicate that the development of kindergarten-based curriculum should fully consider regional cultural characteristics, children's developmental needs, and teachers' professional capabilities. Constructing a "trinity" curriculum fr amework can effectively promote the scientific rigor and appropriateness of curriculum content. An innovation of this study is the proposal of a "dynamic cyclic improvement model," which emphasizes continuous reflection and adjustment mechanisms in the curriculum development process. Additionally, the study validates the positive role of teacher-participatory development in enhancing the effectiveness of curriculum implementation. Overall, this research provides an operable practical pathway for kindergarten-based curriculum development and holds significant reference value for promoting high-quality development in preschool education.
Keywords: Garden-Based Curriculum Development；Dynamic Cycle Improvement Model；Teacher-Involved Research And Development
目 录
引言 1
一、幼儿园园本课程开发的理论基础 1
(一)园本课程的核心概念 1
(二)理论框架与支撑体系 2
(三)国内外研究现状分析 2
二、园本课程开发的目标与内容设计 3
(一)课程目标的确立依据 3
(二)内容选择的原则与方法 3
(三)特色课程模块的设计实践 4
三、园本课程开发的实施路径 4
(一)教师角色与能力要求 4
(二)实施过程中的关键环节 5
(三)家园合作的实践探索 5
四、园本课程开发的效果评估与优化 6
(一)评估指标体系的构建 6
(二)数据收集与分析方法 6
(三)持续改进的具体策略 7
结论 7
参考文献 8
致谢 8
