学前教育课程价值取向之“应然”与“实然”失谐分析和运演机制

“Ought”and“Reality”Mismatch Analysis and Operation Mechanism of Preschool Education Curriculum Value Orientation

课程价值取向是课程运作的灵魂和方向。学前教育课程价值取向对课程研制活动具有调控、规约、引导和评价作用。目前学前教育课程价值取向严重失谐,呈现课程目标取向重视"教学性目标",摒弃"表现性目标";课程内容取向传授"系统知识",泛化"学习经验";课程实施执行"忠实取向",忽视"创生取向";课程评价取向坚持"目标本位",祛除"目标游离"的现状。主要是由国外先进课程理念涌入;本土创生多元课程的思想;面对多样,价值取向受到冲击等原因引起的。应从树立正确课程理念、优化课程目标的"主-客"关系、完善课程实施的方式、均衡课程内容、综合课程评价的质量来建构学前教育课程价值取向的"应然"与"实然"运演机制。

The the curriculum value orientation is the soul and direction of the course work. The value orientation of preschool education curriculum has the function of regulation, regulation, guidance and evaluation of curriculum development activities. Current preschool education curriculum value orientation serious mismatches,objective focus on ＂teaching goal＂, ignore ＂expressive objectives＂; the content of the course focus on ＂ systemic knowledge＂,ignore ＂ experienced knowledge＂; Faithfully perform the course requirements, ignore the creation orientation; Persist ＂goal-based evaluation＂, abandon ＂goal-free evaluation＂.It is caused by many reasons. Wu should set up correct concept of curriculum, optimize the course objectives, perfect the mode of curriculum implementation, balance curriculum content, to construct the preschool education curriculum value orientation of＂ought＂and＂reality＂transport mechanism.