幼儿园教师课程能力的困境与出路——基于甘肃省的调查

Dilemma and Prospect of the Kindergarten Teachers’ Curriculum Ability——Based on Gansu Province

幼儿园教师的课程能力是提升学前教育质量的关键。研究发现教师在课程目标设计方面缺乏目标取向均衡性和目标设计全面性;在课程内容组织方面缺乏内容取向经验性和内容组织逻辑性;在课程实施方面缺乏实施取向协调性和实施过程游戏性;在课程评价方面缺乏评价取向多元性和评价组织平衡性。针对“价值融合”已成为课程取向的发展趋势、“儿童发展”是课程存在的唯一价值、“游戏”是幼儿园课程的核心精神,教师应树立“引导、支持、发展”的教育观,确立“平等、自由、信任、尊重”的儿童观,建立“幼儿为中心、游戏为精神、体验为目的”的课程观。

The curriculum ability of kindergarten teachers is the key to improve the quality of preschool education. The research finds that the designing of curriculum objectives is not based on balanced objective-orientation and teachers are poor in working out comprehensive curriculum objectives;the organization of curriculum contents is not based on empirical orientation and teachers cannot organize the curriculum contents logically;the implementation of curriculum is not based on coordination and the implementation process betrays the play nature of kindergarten education;the curriculum assessment is not based on diversified criteria and there is an imbalance among the organization of assessment. With “value integration” becoming the trend of curriculum orientation,“children’s development” is the only value for the existence of kindergarten curriculum,“play” being the core spirit of kindergarten curriculum. On this basis, teachers should form the education view of “guidance, support and development”, set correct view on children of “equality, freedom, trust and respect”, and establish appropriate curriculum concept of “children as the center, play as the spirit, and experience as the purpose”.