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1、幼儿园活动整合课程研讨心得幼儿园活动整合课程指导在实施过程中,我们有困惑、有错解,但经过这次的认识实践反思,我对这套课程有了新的认识与思考,当我们接触到这套课程时,首先要对这套课程中的“整合”这个概念进行界定,如果连什么叫整合都没认识清楚,我想就无法去实施这套课程。那么“整合课程”是指什么呢?在这个概念上许多人会进入一个误区:就是对整合课程的理解在很大程度上还停留在只考虑各学科之间相结合或联系的层面上,有时甚至还片面地认为整合就是单纯的把各领域的内容拼凑在一起。当然存在此想法有它的根源性,长期以来,我们一直将幼儿学习的内容分为六科,课程观是以知识为中心,导致了只重幼儿的知识与智力的发展,忽视了
2、直接经验,因而也不利于幼儿情感的陶冶和个性的全面发展。通过这次幼儿园活动整合课程研讨活动,使我受到了很大的启发。“整合课程”是一种课程模式,它倡导课程综合,是强调课程内容的有机联系,把课程的各个部分要素有机地组合在一起,形成一个整体的课程,注重教育影响的整体性,它更能让幼儿全面和谐的在自主的活动中发展,有计划、有步骤地培养较多成为主动、积极有效的学习者。在概念被界定、认识清楚的基础上进行实践,其目的性就比较明确了。但是在实践过程中我们还时常会去思考和提出这样一个问题:为何课程非要整合呢?南京师范大学虞永平教授对这一问题作了充分的回答,使我们对“整合”、“教育整体观”有了进一步的理解,确立了“一
3、日活动都是课”的教育理念,把孩子们的学习活动、游戏活动及生活活动看作是一个教育整体,明确幼儿教育应充分协调多种资源、多方面的教育影响,调动多方面的积极性,使幼儿教育形成一个系统,使各种因素发挥整体的影响,以提高幼儿教育成效,有效的促进幼儿的发展。当我们能科学地认识课程整合观后,我们对课程整合有了正确的方向,在实践中我们会多角度、多层面地对整合课程进行反思,整合课程主题活动内容的选择、设置应依据孩子们的兴、生活,在孩子们已有的经验上来安延伸。孩子们认识世界有其独特的方式,因此,我们应鼓励孩子通过自己的探索、实践来获得多方面的经验,从而使课程内容自然的整合。那么,课程内容的整合有领域内的整合,也有
4、领域间的整合。相对于以往的分科教育而言,领域已经对教育内容进行了一定的整合。因此,领域的内容必然比学科内容整合程度大。但是这并不意味着领域的内容已不需要整合。从目前我国幼儿教育的实践来看,要使领域真正成为领域,必须加强对领域内容的整合。每一个领域的的教育内容应该是一个相对独立的体系,但在一个领域中,教育内容有可以作相对的划分。如在科学领域,有数学方面的内容,有科技方面的内容,还有自然界方面的内容。在实施这套课程中,我们应努力使这些内容之间尽可能地相互联系,有机整合。 kaghn3xtkknbycudxqa7fhyi2chhi92tgkqcwa3ptgz7r4i30ka1dkagtgkqcwa3
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