基于人类发展生态学视野的幼儿经验的课程研究

Research on Young Children Experiential Curriculum From Perspective of the Ecology of Human Development

幼儿经验的课程是一个值得探究的问题。古德莱德等人的课程决策层次观表明，在同一教师运作的课程中，不同幼儿的经验的课程是不同的，他们所获得的发展也是不同的。借鉴人类发展生态学理论，我们可以将幼儿经验的课程理解为幼儿对在班级中所实际参与的活动、扮演的角色和发生的人际关系的体验。幼儿自身的特征、幼儿的家庭以及家园关系等都是影响幼儿经验的课程的重要因素。

Children＇ s experiential curriculum is a problem worth inquiring. Goodlad ＇ s concept of curriculum decision-making indicates that in the same curriculum operated by the same teacher, children acquire different development because of their different experiential curriculum. Referring to the ecology of human development, we interpret children＇s experiential curriculum as their experience of the class activity that they participated, the roles that they played and the interpersonal relationship they generated in the class. Children＇s personality, their family background as well as the family-kindergarten relationship are important fhctors to influence children＇s experiential curriculum.