生成性课程在幼儿园的实施路径研究 -学前教育专业

摘要

生成性课程作为一种以儿童为中心、强调动态生成和情境适应的教育理念，近年来在幼儿园教育中受到广泛关注。本研究基于当前幼儿园课程实施中存在的固化与同质化问题，旨在探索生成性课程在幼儿园的具体实施路径及其对幼儿发展的促进作用。生成性课程的实施需要以幼儿兴趣为切入点，结合教师的专业判断和灵活调整能力，同时注重家庭与社区资源的整合。此外，研究揭示了生成性课程在提升幼儿自主性、创造性以及社会交往能力方面的显著效果。本研究的创新点在于提出了“支持—引导—反思”的三位一体实施框架，并验证了其在不同园所环境中的可行性与有效性。这一框架不仅为幼儿园教师提供了清晰的操作指南，也为生成性课程理论的本土化应用做出了重要贡献，进一步推动了我国学前教育质量的提升。

关键词：生成性课程；幼儿园教育；三位一体框架；幼儿发展；教师专业判断

Research on the Implementation Pathways of Generative Curriculum in Kindergartens

英文人名

Directive teacher:×××

Abstract

Generative curriculum, as a child-centered educational concept emphasizing dynamic generation and situational adaptation, has been widely concerned in kindergarten education in recent years. Based on the existing problems of solidification and homogenization in the implementation of kindergarten curriculum, this study aims to explore the specific implementation path of generative curriculum in kindergarten and its promoting effect on children's development. The implementation of generative curriculum should take children's interest as the starting point, combine teachers' professional judgment and flexible adjustment ability, and pay attention to the integration of family and community resources. In addition, the study revealed the significant effect of generative curriculum in enhancing children's autonomy, creativity and social interaction ability. The innovation point of this study is that it puts forward the trinity implementation fr amework of "support - guidance - reflection", and verifies its feasibility and effectiveness in different garden environments. This fr amework not only provides a clear operating guide for kindergarten teachers, but also makes an important contribution to the localization application of the generative curriculum theory, and further promotes the quality of preschool education in China.

Keywords: Generative Curriculum；Kindergarten Education；Trinity fr amework；Children's Development；Teachers' Professional Judgment

引言 1

一、生成性课程的理论基础与内涵解析 1

(一)生成性课程的核心概念 1

(二)国内外研究现状综述 2

(三)幼儿园教育中的适用性分析 2

二、幼儿园生成性课程的设计原则与框架构建 3

(一)设计原则的理论依据 3

(二)课程框架的要素分析 3

(三)实施路径的初步模型 4

三、幼儿园生成性课程的具体实施路径研究 4

(一)儿童兴趣驱动下的课程生成 4