摘要
诞生于新西兰的"学习故事"(learning stories)是以叙事形式,通过图片和文字对幼儿学习行为进行记录而产生的个别化评价体系,具有先进理念和较强的可操作性,被引进并广泛应用于中国学前教育领域。但"学习故事"在中国的本土化进程中遇见许多困境,反思现有的本土化实践,发现主要挑战有中西方教育理念的差异、课程设计和组织方式的不同,以及与幼儿发展相关人员参与度的差别。反思为深化"学习故事"的本土化与进程指明了方向。
The learning stories born in New Zealand,is a personalized evaluation system based on narrative form,recording children's learning behavior through pictures and words.It has been introduced and widely used in the field of preschool education in China because of its advanced concept and strong maneuverability.But as a heterogeneous education theory,learning stories encountered many difficulties in the process of indigenization in china.Reflecting on the existing indigenization practice,it is found that the main challenges are the differences between Chinese and western educational concepts,curriculum design and organizational styles,and the differences in participation degree.The reflection based on practice points out the direction of deepening the indigenization process of learning story.
出处
《教育与教学研究》
2018年第1期20-24,共5页
Education and Teaching Research
关键词
新西兰
“学习故事”
本土化
学前教育质量
New Zealand
learning stories
internalization
preschool education quality
