摘要
以成都市某农村幼儿园9位教师为研究对象,采用个案法探究幼儿园教师对农村田园教育资源的价值认识及开发利用实践。结果表明:总体而言,教师能认识到农村幼儿园田园教育资源的多样性和价值的多元性;教师开发利用田园教育资源的实践包括感知体验类活动、操作探究类活动和综合实践类活动,同时存在对田园文化资源、田园人力资源和田园组织资源开发利用不足等问题。据此提出以下建议:教师要加强反思性实践,幼儿园要组织多种形式的培训,家庭、幼儿园和社区要建立“三位一体”的课程资源审议机制。
By taking 9 teachers of a rural kindergarten in Chengdu City as the research object, kindergarten teachers’ recognition on the value and utilization practice of countryside education resources are explored by case study method. The results show that teachers realize that rural kindergartens are rich in countryside education resources, and countryside education resources have multiple educational values. The practice of teachers’ utilization of countryside educational resources includes perceptive experience activities, operation and exploration activities and comprehensive practice activities, lack of utilization of countryside cultural resources, human resources and organization resources. The suggestions are as follows: teachers should strengthen reflective practice;kindergartens should organize various forms of training;the family, the kindergarten and the community should establish a three-in-one curriculum resource review mechanism.
作者
廖俊平
王兴华
LIAO Junping;WANG Xinghua(No.1 Kindergarten of Xindu District of Chengdu City,Chengdu,Sichuan 610500,China;Faculty of Education,Beijing Normal University,Beijing 100875,China)
出处
《成都师范学院学报》
2023年第2期64-72,共9页
Journal of Chengdu Normal University
基金
2020年度国家社科基金教育学一般项目(BHA200227)。
关键词
课程资源
课程开发
田园教育
幼儿园
农村幼儿园
园本课程
劳动教育
curriculum resources
curriculum development
countryside education
kindergarten
rural kindergarten
kindergarten-based curriculum
labor education
