| 幼儿园教学资源动态生成研究——基于建设性后现代课程观的视角 |
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| 引用本文： | 滕春燕.幼儿园教学资源动态生成研究——基于建设性后现代课程观的视角[J].幼儿教育,2012(Z3):28-31. |
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| 作者姓名： | 滕春燕 |
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| 作者单位： | 浙江师范大学杭州幼儿师范学院 |
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| 摘 要： | 布洛克建设性后现代课程观是20世纪后期后现代主义浪潮下的一种新型课程观。它宣扬儿童是学习的主人,是课程的主人,强调应从过程、联系、转化、创造的角度重新定义教育及其课程。从建设性后现代课程观角度看,目前幼儿园教学资源存在注重确定性、教师权威性、封闭性、知识的学科性,忽视不确定性、幼儿主体性、开放性、知识的整合性等问题。借鉴建设性后现代课程观理论,我们认为幼儿园教师要善于在日常生活和教学活动中发现能对教学起支持作用或具有教育价值的事件或因素,进而促使幼儿园教学资源的动态生成。
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| 关 键 词： | 建设性 后现代课程 幼儿园 教学资源 动态生成 |
Study on Dynamic Generation of Teaching Resources in Kindergarten: Based on Constructive Post-Modernism Curriculum View |
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| Authors: | Teng Chunyan |
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| Institution: | Teng Chunyan (Hangzhou College for Kindergarten Teachers, Zhejiang Normal University, Hangzhou, 310012) |
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| Abstract: | Block’s constructive post-modernism curriculum view, which emerged in late 20th century, argues that children are master of learning and of curriculum. It insists to redefine education and curriculum form the perspectives of process, connection and creation. In view of this theory, there exit such problems in kindergarten teaching resources as too much emphasis on certainty, teacher authority, closedness, isolated disciplines. In view of this curriculum view, we are convinced that preschool teachers should be quick to detect supportive and valuable events or factors in daily life and teaching to accelerate the dynamic generation of teaching resources. |
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| Keywords: | constructive post-modernism curriculum kindergarten teaching resources dynamic generation |
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