混龄班自然教育实施现状调查研究——以烟台市幼儿园为例
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摘要
目前烟台市的混龄教育模式以"间断式混龄教育"为主,存在问题主要有环境创设"形式主义"、异龄幼儿"假性互动"、教师专业素养亟需提升等。针对现状在环境的创设、教师的素养提升途径、教学活动模式变革三个方面提出相应对策。环境的创设力求自然真实;教师素养提升途径以"职前培训—职后反思"为主;教学活动采取多元化的教学模式,混龄、同龄教学灵活转化,个别化教学(分龄)、小组化教学(分龄/混龄)和集体教学(分龄/混龄)多种教学模式根据具体情况灵活结合进行。
At present, the main mode of mixed-age education in Yantai is "discontinuous mixed-age education". The typical problems are the "formalism" created by the environment, the "false interaction" among children at different ages and the urgent need of improving teachers' professional qualities. In view of the current situation, the corresponding strategies are put forward in this paper from three aspects: the creation of environment, the ways to improve teachers' qualities and the reform of teaching activity mode.The creation of the environment strives to be natural and true; the way to improve teachers' qualities is mainly "pre-service training and post-service reflection"; teaching activities adopt diversified teaching mode, flexible transformation of mixed-age and peer-age teaching, individualized teaching(age-divided), group teaching(age-divided/mixed-age) and collective teaching(age-divided/mixed-age) and a variety of teaching modes are flexibly combined according to specific circumstances.
At present, the main mode of mixed-age education in Yantai is "discontinuous mixed-age education". The typical problems are the "formalism" created by the environment, the "false interaction" among children at different ages and the urgent need of improving teachers' professional qualities. In view of the current situation, the corresponding strategies are put forward in this paper from three aspects: the creation of environment, the ways to improve teachers' qualities and the reform of teaching activity mode.The creation of the environment strives to be natural and true; the way to improve teachers' qualities is mainly "pre-service training and post-service reflection"; teaching activities adopt diversified teaching mode, flexible transformation of mixed-age and peer-age teaching, individualized teaching(age-divided), group teaching(age-divided/mixed-age) and collective teaching(age-divided/mixed-age) and a variety of teaching modes are flexibly combined according to specific circumstances.
引文
[1] 赵丽君,刘云艳.混龄教育的理论基础及实践价值[J].幼儿教育,2006(2):4-5 .
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[3] 夏洛特·普桑.蒙台梭利教育精华:让孩子自信又独立[M].伊亚楠,译.杭州:浙江人民出版社,2015.
[4] 玛丽亚·蒙台梭利.蒙台梭利儿童教育手册[M].成墨初,芮青蓝,译.哈尔滨:黑龙江教育出版社,2013.
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[6] 王燕兰,张司仪,张春美.创设高质量混龄教育环境的实践探索[J].上海教育科研,2015(7):87-89.
[7] 刘晶波.谈师幼互动中教师的权威及其限度——兼作对《升旗手的诞生》一文的回应[J].学前教育研究,2005(1):53-55.
[8] 刘文.蒙台梭利儿童个性发展与教育理论[M].上海:第二军医大学出版社,2004.
[9] 华爱华.幼儿游戏理论[M].上海:上海教育出版社,2015.
[10] 刘晶波.“幼儿园究竟应该教些什么”讨论之五:新中国幼儿德育目标与内容的历史回顾[J].学前教育研究,1996(5):22-26.
[11] Maria Montessori.The Discovery Of Child [M].Research Roundup Press,1997.
[12] 冯芳.混龄教育对幼师专业素质的新要求[J].南昌师范学院学报,2016,37(3):134-136.
[2] 候正明,高永龙,韩晓兰,等.我国近十年学前混龄教育研究热点知识图谱[J].当代教育实践与教学研究,2019(1):48-49.
[3] 夏洛特·普桑.蒙台梭利教育精华:让孩子自信又独立[M].伊亚楠,译.杭州:浙江人民出版社,2015.
[4] 玛丽亚·蒙台梭利.蒙台梭利儿童教育手册[M].成墨初,芮青蓝,译.哈尔滨:黑龙江教育出版社,2013.
[5] 玛丽亚·蒙台梭利.有吸收力的心灵[M].艾安妮,译.北京:中国华侨出版社,2015.
[6] 王燕兰,张司仪,张春美.创设高质量混龄教育环境的实践探索[J].上海教育科研,2015(7):87-89.
[7] 刘晶波.谈师幼互动中教师的权威及其限度——兼作对《升旗手的诞生》一文的回应[J].学前教育研究,2005(1):53-55.
[8] 刘文.蒙台梭利儿童个性发展与教育理论[M].上海:第二军医大学出版社,2004.
[9] 华爱华.幼儿游戏理论[M].上海:上海教育出版社,2015.
[10] 刘晶波.“幼儿园究竟应该教些什么”讨论之五:新中国幼儿德育目标与内容的历史回顾[J].学前教育研究,1996(5):22-26.
[11] Maria Montessori.The Discovery Of Child [M].Research Roundup Press,1997.
[12] 冯芳.混龄教育对幼师专业素质的新要求[J].南昌师范学院学报,2016,37(3):134-136.