农村幼儿园田野课程开发过程中存在的问题及对策
毕业论文关键词：农村幼儿园；田野课程；农村幼儿教育
Problems and Countermeasures of Rural Kindergarten Curriculum Development Process in the Field
—— take S kindergarten as an example in Luoning County of Luoyang City
Abstract : In the kindergarten curriculum reform, “children” become the main factors that must be considered in the curriculum reform. 2001 promulgated the "guidelines for Kindergarten Education (for Trial Implementation)" require: "urban and rural preschools start from the actual suit one’s measures to local conditions and quality education". Since the "guidelines for Kindergarten Education (for Trial Implementation)" was enacted, the practice reach field has become the hotspot of current curriculum of preschool education development. Therefore, the construction of countryside (town) field course is a natural need of children. Based on the analysis and study of the field of curriculum through access to relevant information, observation and interview methods, and puts forward the corresponding countermeasures according to the existing in the S development process in the course of the kindergarten field problems: The teacher through various channels to master relevant concept field curriculum; to improve the initiative of teachers in the field of curriculum implementation; strengthen ties to their homes, to update the concept of parents.
Keywords: Rural Kindergarten; field course；Early childhood education in rural areas
目 录
摘要 1
Abstract 1
一、田野课程的概述 2
（一）田野课程的内涵 2
（二）田野课程的特点 3
（三）田野课程的意义 3
二、对于田野课程在农村幼儿园开发中的现状分析 4
（一）分析田野课程在农村幼儿园开发中的优点 4
（二）分析田野课程在农村幼儿园开发中的不足 6
三、针对田野课程在农村幼儿园开发中的不足提出建议 7
（一）教师通过多渠道掌握田野课程的相关理念 7
（二）提高教师对田野课程实施的主动性 9
（三）加强家园联系，更新家长观念 9
参考文献 10
附录 11
附录 12
致谢 13
农村幼儿园田野课程开发过程中存在的问题及对策——以洛阳市洛宁县S幼儿园为例
随着社会的发展独生子女越来越多，据调查独生子女人数已超过1亿人，占总人口的8%左右，因此对幼儿的教育变得越来越重要。关于幼儿的教育国家也是非常重视，2001年教育部颁布了《幼儿园教育指导纲要(试行)》，2012年教育部公布了《3-6岁儿童学习与发展指南》等文件。人们开始注重幼儿的全面教育。幼儿园教育课程在教育内容、教育资源、教育方法等方面也有所不同，于是田野课程应运而生。其实在我国很早的时候就有教育家提出了有关田野课程的理论。如著名教育家陈鹤琴先生曾经说过“大自然、大社会都是活教材”。教育家陶行知也提出了“生活教育”理论和“教学做合一”的思想。而“田野课程”一词是由南师大虞永平博士提出的。但对于不同地区的幼儿园对田野课程的开发是不同的。本文主要是通过对S幼儿园的观察和访谈发现农村幼儿园在田野课程开发过程中遇到的问题提出相应的对策，使田野课程在农村发挥其更大的价值。
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