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幼儿园全语言课程建构的叙事研究

【作者】 华希颖

【导师】 虞永平;

【作者基本信息】 南京师范大学, 学前教育学, 2017, 博士

【摘要】 20世纪90年代末期,全语言教育思想逐步传入我国。在当前幼儿园语言教育的基本观念中,强调儿童语言学习的完整性、整体性与整合性,就借鉴了全语言的教育理念。但是,如何将西方语言教育理论与中国幼儿园的教育实践有效结合,需要大量本土化的深入研究。为此,研究者试图以西方全语言课程理论为基础,深入描述其在中国文化背景中的课程建构过程。在研究方法上,该研究采用叙事研究的视角,对每个参与者在全语言课程建构过程中的经验进行有组织的表述和阐释。研究中叙事经验的组织分别以全语言课程建构中遭遇的问题及解决过程、教师观念及行为的转变过程、以及对儿童听说读写行为的持续评价过程为线索;叙事的主题包括全语言环境的创设,全语言社会交往环境的营造,以学习者为中心的、整合性课程的建构,基于全语言评价的语言教学实践,以及参与者教育观念与行为的转变等。在全语言课程建构过程中呈现的本土概念包括“套路”、“打仗”、“婆婆”、“安全”;参与者呈现的个人概念有“纠结”、“回应”、“是吗”等。这些本土概念及个人概念或隐或显地存在于教育生活的日常领域之中,影响着教育变革的历程。幼儿园全语言课程建构的过程,是外来理论与本土教育文化环境不断碰撞、冲突、选择与平衡的过程,也是一种内在而细微的语言教育实践变革的历程。

【Abstract】 The theory of whole language was introduced to China in late 1990s. It brought on the conception of integrity and unity in Chinese early language education. However, there is a need of localized study to combine the western theory and Chinese educational practice. The present study described the process of curriculum development in the Chinese context based on the whole language theory. Adopting the approach of narrative research, the researcher narrated and interpreted the experiences of participants during the process of curriculum development in an organized manner. The experiences were organized in the narration with three clues:(1) problems and solutions in curriculum development (2) change of teachers’ conceptions and behaviors, and (3) progressive assessment of children’s literacy behaviors. The topics of narration included:whole language environment, whole language social interaction environment, learner-centered and integrated curriculum development, whole language assessment based teaching practice, and the change of participants’ conceptions and behaviors. The indigenous concepts of the participants emerged during the research process were:"model", "war-like", "conductor", and "security". The participants also presented their personal concepts such as "complex", "response", and "are you sure". All these concepts existed in the educational lives explicitly or implicitly, and had an influence on educational reform. The development process of whole language curriculum is a process of encountering and conflicting between the theory outside and local educational culture, and the subsequent determination and equilibrium. It is also an intrinsic reform occurs within Chinese language educational practice.

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  • 【网络出版投稿人】 南京师范大学
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