“生活—民族—科学”一体化:民族地区幼儿园课程开发新理念

The Integration of“Life-Nation-Science”:the New Ideas of Curriculum Development in Ethnic Area Kindergartens

"生活—民族—科学"三位一体课程开发理念是指将"生活"、"民族"和"科学"三种元素贯穿于课程目标的确立、课程内容的选择、课程内容的组织和评价这几个课程开发环节的始终,由教师、园长、家长、社区代表和课程专家集体审议,精心选择生活中、民族中那些能促进孩子发展的科学知识作为课程内容的课程编制过程。学前教育应回归儿童的生活,课程编制要体现"生活性";学前教育应走向生态,课程编制要体现"民族性";学前教育应倚重科学理论,课程编制要体现"科学性"。生活、民族和科学既有区别又相互联系,生活是基础,民族是特色,科学是保障,三者相辅相成贯穿课程开发的始终。

The curriculum development model of “life-nation-science” is a research result about our curriculum theo-ry,and it is also the summary about the current practice of preschool in ethnic areas.The curriculum development model of“life-nation-science”refers to having the three elements throughout the process of setting up the course objective,choosing the course content,organizing and evaluating the course content. The science knowledge choosing in life and ethnic areas, which can promote chil dren development, should be examined and approved collectively by teachers, principals, parents, community representatives and course experts. Preschool education should return to children's life. Curriculum should reflect life. Preschool education should be ecological. Curriculum should reflect "nationality". Preschool education should rely on scientific theory. Curriculum should embody the "scientific". Life, nationality and science have difference and connection. Life is the foundation. National is the feature. Science is the guarantee. The three complement each other throughout the course development.