乡土课程资源在农村幼儿园区角环境中的应用—以泰安市c幼儿园为例 _毕业设计.docVIP

目 录 摘要·······························································1 关键词·····························································1 Abstract···························································1 Keywords···························································2 引言································································2 （一）问题的提出·················································2 （二）研究目的和意义·············································3 （三）文献综述···················································3 （四）研究设想和方法·············································6 一、乡土课程资源在农村幼儿园区角环境中的应用存在的问题··············7 （一）乡土课程资源开发利用的意识淡薄 ····························7 （二）区角中投放的乡土课程资源的内容单一 ························8 （三）区角中乡土课程资源开发利用的渠道封闭·······················9 二、乡土课程资源在农村幼儿园区角环境中应用存在问题的原因分析········9 （一）幼儿园的活动未建立合理的评比制度···························10 （二）教师专业素质不高，职业发展倦怠······························10 （三）家长观念不合理，过于偏重知识的学习··························10 三、C幼儿园利用乡土课程资源创设区角环境的对策·······················11 （一）教育主管部门方面···········································11 （二）幼儿园方面·················································11 （三）教师方面···················································12 致谢·······························································14 参考文献··························································14 附录 ······························································15 乡土课程资源在农村幼儿园区角环境中的应用 ——以泰安市C幼儿园为例 学前教育专业 摘要：众所周知，农村幼儿园拥有极其丰富的乡土课程资源，虽然一部分乡土课程资源已经被应用到区角环境中，但总体来说，乡土课程资源在农村幼儿园开发利用的程度仍然比较低。本研究以泰安市C幼儿园为例，主要采用访谈法、观察法、个案法收集资料。通过分析，研究者了解到乡土课程资源在农村幼儿园区角环境中应用依旧存在如教师开发利用课程资源的意识薄弱、运用到区角环境中的乡土材料内容单一、开发渠道封闭等问题。基于搜索的资料，研究者把问题之所以出现归结为以下原因：管理者观念落后，幼儿园的活动缺乏合理的评比制度；教师专业素质不高，职业发展倦怠；家长观念不合理，过于偏重知识的学习。基于以上分析，研究者分别从教育主管部门、幼儿园以及教师三个方面提出对策：教育部门应注重增强园长、教师开发利用乡土课程资源的意识; 培训的内容要因地制宜，做到知行统一 。幼儿园方面则要在构建有利于乡土课程资源开发与利用的管理制度的同时，着力完善家园沟通工作。教师应该立足实际，搜集乡土资源丰富区角环境内容。 关键词：农村幼儿园 乡土课程资源 区角环境 Local curriculum resources in the application of the Angle of rural childrens park environment - Tai’an City C kind