共查询到19条相似文献，搜索用时 328 毫秒
1.
在经济状况、社会变化、文化传统和教育政策等因素的影响下,近10年来美英日三国的幼儿教育课程改革表现出了一定的差异性.其中,美英两国和日本的幼儿教育课程改革差异较大,一方面美英两国幼儿教育课程改革的重点均为制定早期学习标准,日本则注重通过创设适当的环境培养幼儿的生存能力;另一方面,美英两国幼儿教育课程改革都重视幼儿早期读写和数学能力的培养,日本则注重人际关系和健康领域的改革.借鉴美英日三国幼儿教育课程改革的经验,我国在制定幼儿教育课程改革政策时也应充分考虑中国的国情与文化传统,让课程改革在变与不变之间保持适当的张力,合理运用<早期学习与发展标准>,引导我国学前教育事业健康发展. 相似文献
2.
世界幼儿教育课程模式比较分析 总被引：1，自引：0，他引：1
张济洲 《天津师范大学学报(基础教育版)》2009,10(1)
世界各国幼儿教育课程模式种类繁多,但是存在三种最基本的幼儿教育课程模式;课程模式受制于不同学术派别的影响和渗透,因而呈现出各自的特色和体系;不同的课程模式取长补短,逐渐走向融合.幼儿教育课程综合化已成为当前幼儿园课程建设中的明显趋势. 相似文献
3.
美国早期教育课程模式可以分成三种理论流派,并可以形成一种早期教育课程模式的“连续体”。我国20世纪80年代以来受美国早期教育课程模式影响开展了三次幼儿园课程改革,取得了一些成就,但也存在流于形式的问题,我们应坚持从国情出发,认真处理好继承与发展的关系,促进课程模式的开放与整合,实现本土化。 相似文献
4.
1995年，全美幼儿教育协会出版发行了《实现潜力：转换早期儿童的课程和评价》一书。该书具有很强的可操作性和实际指导意义，是指导全美幼教实践的课程实施指南，对当前美国幼儿教育产生了重大影响。本将对其中的课程内容与课程评价进行简单的评介，以期对当前我国幼儿园课程改革有所启示。 相似文献
5.
随着基础教育课程改革的深入,幼儿教育阶段的课程改革即"园本课程"开发也成为幼儿园课程改革中的热点.与海斯科普课程形成的过程相比较,我国幼儿园"园本课程"在开发中,存在着缺乏明确的教育思想和独特的教育理念、缺乏课程开发的过程,没有形成一套可供教师学习操作的课程模式等问题.因而,如何借鉴国外现代幼儿教育流派--海斯科普课程模式,结合我国幼儿园课程开发的实际特点,形成一套适用于我国幼儿园的可操作的课程体系,是当前"园本课程"开发值得思考的问题. 相似文献
6.
21世纪呼唤高质量的幼儿教育,而高质量的幼儿教育需要与之相适应的具有现代教育水平和独特个性、面向世界和未来的幼儿教育新课程的有力支撑.1994年,我们在广泛吸纳国内外先进的课程理念、认真分析多种幼教课程模式特点的基础上,立足园本、博采众长,以超前的、长远的、面向未来的眼光重新审视幼儿教育的主要任务和影响幼儿发展的关键因素,在国内率先提出了以"培养现代人"为核心的"生活、学习、做人"课程模式的全新构想,全面启动了幼儿园课程整体改革的研究. 相似文献
7.
我国社会经济的发展,促进了幼儿教育的发展。幼儿园所担任的角色是对幼儿进行启蒙教育,需要应用多种课程教育模式,提高幼儿教育水平。本文主要针对幼儿教育课程模式进行了分析和研究,旨在促进幼儿的良好发展。 相似文献
8.
刘彤 《河北师范大学学报(教育科学版)》2002,4(6):65-70
从南北战争到二战结束，是美国幼儿教育的奠基时期，欧洲幼儿园和保育学校先后传入美国，并在美国迅速普及起来，形成了颇具规模的幼儿教育体系，近代美国幼儿教育体制的建立及其成功发展，为我国幼儿教育的发展与改革提供了借鉴。 相似文献
9.
美国的教育行政与管理实行地方分权制,各州通过立法对本州教育的决策与发展负责。“管理最少的政府是最好的政府”反映在课程制度上,美国没有“国家课程”,不存在全国范围统一的课程大纲和教学大纲。这种状况也给课程改革客观上提供了广阔的实施空间。一、课程改革的主要依据进行课程改革不仅要有充分的实际依据,从学科的理论角度看,哲学、心理学、社会学等是课程改革进行的重要思想武器。永恒主义(perennialism)、要素主义(essentialism)、进步主义(progressivisim)和改造主义(reconstrutionism)是美国教育理论界公认的四大教育流派,也是相… 相似文献
10.
蒙台梭利教育模式中国化探索 总被引：6，自引：0，他引：6
著名意大利幼儿教育家蒙台梭利经过半个多世纪的探索，提出的一套旨在促进儿童良好个性形成的教育思想和方法体系，至今仍影响着世界幼儿教育工作者的儿童观和教育观。如何借鉴蒙台梭利教育模式以及如何使蒙台梭利教育模式中国化成为专家学者、实际工作者探讨的焦点。我们从中国古代教育思想和蒙台梭利教育思想、蒙台梭利教育思想与中国幼儿教育课程发展入手，对蒙台梭利教育模式中国化从教育内容、目标和组织形式等方面进行阐述，这对于当今满足幼儿教育科研和教学需要、促进幼儿发展具有重要意义。 相似文献
11.
“十五”期间,山西省在贯彻落实《幼儿园教育指导纲要（试行）》（以下简称《纲要》）中,以进行幼儿园课程改革为核心内容,针对长期以来幼儿教育小学化、幼儿园课程随意化等问题进行了实验研究,初步建构了包括课程目标、课程设置、课程结构、课程实施、课程管理与评价的幼儿园课程体系,对提升全省幼儿教育水平、推进幼教改革的进行,起到了积极的促进作用。 相似文献
12.
COLLABORATION AMONG EARLY CHILDHOOD TEACHERS AND FACULTY THROUGH A REGGIO INSPIRED LONG‐TERM PROJECT
Mary Trepanier‐Street Lori Gregory Mary M. Donegan 《Journal of Early Childhood Teacher Education》2013,34(2):171-179
To effectively teach young children, early childhood teachers must be prepared to collaborate with families of diverse backgrounds. Studying the unique cultural contexts of children and families in American early care and education programs and communities will offer early educators information needed to develop empathy for the families with whom they wish to partner. This study investigated the attitudes of Chinese graduate students in the United States toward American early care and education programs. Chinese graduate students are a unique and growing population of approximately 189,000, 40% of whom have at least one child attending American early care and education programs. Chinese graduate students’ educational expectations for their young children and reasons behind these expectations were also explored. Findings showed that participants’ views of American early care and education reflected Chinese culture and life experience. In terms of American education, these Chinese graduate students compared the American programs’ curricula to the Chinese national curriculum, a curriculum they successfully mastered. Implications for early childhood teacher education programs are discussed. 相似文献
13.
Dang Phuong Thao 《International Journal of Early Years Education》2014,22(2):184-196
Since 2003, the Vietnamese government has prioritised curriculum reform efforts and commitment to improving the quality of the national curriculum. The Vietnamese early childhood education renovation has encountered considerable changes and challenges, particularly in the area of pedagogical approaches. Many early childhood teachers continue to favour direct instruction over more appropriate teaching practices for early childhood. This paper reviews the implementation and renovation of the revised curriculum over the past 10 years in Vietnam, and examines the changing realities of early childhood teachers' work to explore ways to implement and sustain changes in pedagogy in Lam Dong Province, Vietnam. The paper explores how changing societal expectations and the changing educational philosophies and resultant pedagogy have impacted on the beliefs and practices of early childhood teachers. The teaching profession, as a whole, is facing ongoing change and challenge; not only are ongoing educational reforms redefining teachers' work, but increasing teacher attrition and turnover also creates problems for Early Childhood Education and Care (ECEC) in Lam Dong province. The paper concludes with suggestions for areas for future research in Vietnam in the field of ECEC. 相似文献
14.
Christopher P. Brown Beth Smith Feger 《Journal of Early Childhood Teacher Education》2013,34(4):286-306
Federal, state, and local policy makers' high-stakes standards-based accountability reforms are transforming the early childhood teacher education process. These reforms affect how early education teacher candidates figure their role as teachers. By employing Holland, Lachicotte, Skinner, and Cain's conception of figured worlds to analyze the findings of a qualitative case study, this article examines how three early childhood teacher candidates' figured conceptions of themselves as early educators evolve in high-stakes classrooms and teacher education environments. It also investigates how these candidates see themselves addressing these reforms in their own classrooms. Such a study not only further details the impact reforms have on preservice teachers' conceptions of teaching, but it also provides a chance for early childhood teacher educators to consider strategies they might employ to assist their candidates in developing a figured conception of teaching that addresses these reforms in an developmentally appropriate manner. 相似文献
15.
高等学校地理学教学课程体系改革思路 总被引：2，自引：0，他引：2
地理学教育是我国 高等教育中的一个重要组成部分，经过长期的建设和发展，已形成一定的教育模式和课程体系，但这种传统的教育模式和陈旧的课程体系与目前我国社会和经济的变革以及国家创新体系的建设极不相适应，阻碍着创新型地理人才的培养。因此，对地理教学的改革迫在眉睫，地理学教学改革的核心是课程体系的改革。地理学教学体系的改革需要面向现代大学的教育观念，根据时代的发展、学科的特点和发展趋势、教学中的实际问题以及社会的要求和人才市场的变化，在对地理学教学课程体系改革进行深入研究的基础上，建立适合社会经济学和学科发展的课程体系。 相似文献
16.
Tulay Atay-Turhan Yusuf Koc Mine Isiksal Huseyin Isiksal 《Asia Pacific Education Review》2009,10(3):345-356
This article aims to describe and reflect on the new early childhood teacher education curriculum in Turkey. The new curriculum
is part of a large-scale reform agenda to improve education at all levels. The article begins with a brief history of early
childhood education and early childhood teacher education in Turkey. Then, the needs for the curriculum revision and major
characteristics of the revised curriculum are discussed. The article concludes with brief discussion about the innovations
and suggestions for future research dealing with the implementation and effectiveness of the revised curriculum 相似文献
17.
The educational reforms being enacted in Singapore can be considered exceptional in that they are being undertaken within a highly effective system. We explore these reforms using Brown and Lauder's ideal-typical analysis of ‘neo-Fordist’ and ‘post-Fordist’ models of national economic development. Singapore's reforms have been extensive, ranging from changes to early childhood education through to tertiary education. We examine the nature of state-market relations in education within the context of Singapore's ‘soft authoritarian’ political culture and assess the chances of success of the reforms. 相似文献
18.
Christopher Brown 《Early education and development》2013,24(1):151-177
Research Findings: The emergence of standards-based accountability reforms in early childhood education has created new challenges for the field. This article presents findings from a case study that explored how stakeholders in a large urban pre-kindergarten program struggled to implement an assessment tool that aligned the normative academic achievement expectations found among their teachers and administrators with the absolute measures of this construct found in their state policymakers' high-stakes standards-based accountability reforms. Analyzing the tension that emerged in this process of alignment highlights the challenges early educators face as they fold their child-centered programs into these larger high-stakes standards-based kindergarten through grade 12 education systems. Practice and Policy: The findings from this study illuminate the need for early childhood education programs to understand how high-stakes standards-based accountability reforms define student achievement. Furthermore, as early childhood programs and personnel address these reforms, their responses need to be explicit about how their assessment measures are connected to their normative conceptualizations of student achievement and what this means for the education of children in their programs. 相似文献
19.
Shirley A. Kessler 《Early education and development》1991,2(2):137-152
The purpose of this paper is to analyze the recent call for developmentally appropriate practices from the perspective of the sociology of the curriculum. A brief examination of this orientation toward curriculum studies is presented in the first section of this paper. Next, a discussion of curriculum theory as metaphor is presented and used to evaluate early childhood education as development on the basis of ethics, as well as disclosure value. Finally, two alternative metaphors are suggested as possible lenses for viewing the content of the early childhood curriculum: early childhood education as caring and early childhood education as schooling for democracy. Early childhood educators are urged to consider the potential of these two metaphors as ways of orientating discourse about what should be taught in early childhood and primary school classrooms. 相似文献