学前教育英语

专业英语课

一、教学目标

1. 掌握查阅有关学前教育英文文献的方法。

2. 在借助英汉词典等工具的前提下基本能够读懂所查阅的英文文献对学前教育的基本词汇有一个基础性的掌握。

3. 阅读一定数量的国外学前教育研究文献。

4. 在学前教育中文写作的基础上能够把中文文献翻译成英文文献并且能够在课堂上以研究报告的形式讲述出来。

二、教学内容

1. 讲述查阅学前教育英文文献的基本方法。

2. 讲述2008-2011年中国学者的研究文献包括《学前教育研究》、《学前教育》、《幼儿教育》等的ABSTRCT内容整理出最新的研究进展。

3. 讲述外国究文献包括《英国基础阶段教育3-5岁课程指南》、劳拉·贝克的《儿童发展》、《从神经细胞到社会成员》、《渴望学习》、《开端计划》等对于学前教育相关英文文献有一个基础性掌握和了解。

三、教学评价

总成绩平时成绩50期末成绩50英语小论文25考试25 1. 学生能够在整理《学前教育研究》、《幼儿教育》等核心中文期刊研究内容的基础上用英文分领域整理研究内容、学前教育研究词汇。分小组进行报告分6个小组1个小组8个人。 2. 学生能翻译一定数量的英文文献和段落并提交相关作业。 3. 学生能够就学前教育的一个主题写一篇英语小论文并提交。

四、需阅读的英文文献纲领性指导文件

1. 《英国基础阶段教育35岁课程指南》 The National Curriculum handbook for primary teachers in England key stages 1 and 22000ed

2.美劳拉·E·贝克的《儿童发展》 Child Development

3. 《渴望学习: 教育我们的幼儿》 Eager to learn: educating our preschoolers 2

4.《从神经细胞到社会成员早期儿童发展的科学》 From Neurons to Neighborhoods: The Science of Childhood Development

5.Head Start Impact Study Final ReportExecutive Summary https://www.360docs.net/doc/611753367.html,/index.html U.S. Department of Health and Human Services Administration for Children amp Families

6.OECD: Starting Strong EARLY CHILDHOOD EDUCATION AND CARE 经济合作与发展组织Organization for Economic Co-operation and Development 简称经合组织OECD是由30多个市场经济国家组成的政府间国际经济组织旨在共同应对全球化带来的经济、社会和政府治理等方面的挑战并把握全球化带来的机遇。成立于1961年目前成员国总数34个总部设在巴黎。https://www.360docs.net/doc/611753367.html,/home/02987en_2649_201185_1_1_1_1_100.html Key indicators on education Books Education at a Glance 2011: OECD Indicators The 2011 edition of Education at a Glance: OECD provides a broad array of comparable indicators on education systems and represents the consensus of professional thinking on how to measure the current state of education internationally.

7.NAEYC National Association for the Education of Young Children https://www.360docs.net/doc/611753367.html,/

8. NEGP 3 NATIONAL EDUCATION GOALS PANEL https://www.360docs.net/doc/611753367.html,/negp/page9.htm

第二讲学前教育研究主题TOPICS

一、学前教育与社会发展经济、政治、社会、文化等宏观层面

二、幼儿发展个性、社会性和情感的发展交流、语言和读写数学发展认识和理解周围世界身体发展创造性发展

三、幼儿教师幼儿教师角色、专业化成长等

四、五大领域健康、语言、社会、科学和艺术

五、幼儿教育过程师幼互动等

六、幼小衔接

七、家园合作

八、社区幼儿教育幼小衔接范例

一、研究的文献核心期刊23篇

1崔淑婧刘颖李敏谊. 国内外幼小衔接研究趋势的比较J.学前教育研究2011453-60. 摘要近十年来幼小衔接对于儿童发展的重大影响已经受到了国内外研究者的重视但国内外关于幼小衔接的研究存在诸多差异国内相关研究与国外相比还存在一定差距。国外研究不仅关注了家长在儿童幼小衔接期中关注的问题家长对儿童入学准备的认识而且涉及了家长对幼小衔接的感受参与幼小衔接的愿望等内容。国内研究主要只是关注了家长对幼小衔接的不正确认识而且缺乏 4 较大规模的相关调查。虽然国内外研究都涉及了教师对儿童入学准备的期望和对幼小衔接活动的看法国外相关研究更为具体、深入而且还比较了教师与家长在儿童入学准备认识上的差异对幼小教师关于托幼机构与小学之间一致性与连续性的看法进行了考察。此外国外研究还充分重视幼小衔接中最大利益相关者儿童的情感态度与认知、期望相比之下国内尚未有这方面的研究很值得在将来的研究中弥补这方面的空白。对各个利益相关者关于幼小衔接重要问题的认识与情感态度进行比较尤其是对家长和教师、幼小教师、儿童与成人之间的观点进行比较将有助于促进不同利益相关者之间的沟通与交流改善幼小衔接实践帮助儿童平稳、顺利地度过幼小衔接的关键时期。关键词幼小衔接入学准备学前儿童Review on Research of Transition from Early Childhood Settings to Formal Schooling at Home and Abroad during the Last Decade Abstract: The transition from early childhood settings to formal schooling has raised the attention of the domestic and foreign researchers on account of its profound influence on children’s development. By comparing the domestic and foreign parents teachers and young children’s views we found that there are many different aspirations between domestic parents and foreign parents domestic teachers and foreign teachers such as the views on the contents attitudes and participation of the transition from early childhood settings to formal schooling etc. The researches about young children’s cognitive emotional and other aspects of the transition from early childhood settings to formal schooling in the country are less than abroad. Key words: the transition from early childhood settings to formal schooling school readiness preschool children

2李敏谊刘颖崔淑婧. 国外近10 年幼小衔接理论研究综述J.比较教育研究20105:86-90. 摘要鉴于幼小衔接对儿童发展产生的重要影响近10 年来国外研究者对幼小衔接进行了深入系统的理论研究和思考众多研究者主要从生态学理论和社会文化视角对幼小衔接的本质及其动力学原理进行探讨。本文通过对幼小衔接相关理论探讨试图进一步深化我们对幼小衔接的认识同时关注幼小衔接生态学理论和社会文化理论的有关研究还为我们开展有关幼小衔接的研究和教育项目提供了一定的启示要注重儿童所处生态系统的影响增强各因素之间的联系和合作重视儿童主体的作用同时也要关注幼小衔接的“生态性”。关键词幼小衔接生态学理论社会文化视角 Review on Theory of Transition from Early Childhood Settings to Formal Schooling over Past Decade Abstract Over past decade foreign scholars have investigated on the concepts and theories of transition systematically. Through review some important theoretical researches on transition in English this article provides a comprehensive understanding of transition. Furthermore the discussion

of Ecological and Socio- cultural perspectives on transition can possibly facilitate transition researches and practices by offering important inspirations. These inspirations include: firstly adequate attention should be 5 paid to the ecosystem which children live in secondly relations among the contexts should be strengthened thirdly the childrens active involvement can not be neglected and lastly transitions should be rooted in appropriate ecosystem. Key words: the transition from early childhood settings to formal schooling ecological theory socio- cultural perspective

3 杨晓萍伍叶琴. 教育的张力: 基于幼小课程衔接的视角J. 学前教育研究20077-8:19-24. 摘要幼小课程衔接指幼儿园课程和小学课程之间的连续性、连贯性、持续性。本研究在分析国内外相关研究的基础上选取重庆市2 所小学和2 所幼儿园为对象进行调查发现幼小课程衔接在课程目标、课程内容、课程组织、课程实施及课程评价等方面均存在问题建议当前我国幼小课程衔接中课程目标要小步子化、课程内容要生活化、课程组织要统整化、课程实施要活动化、课程评价要多元化。关键词幼儿园小学课程衔接 Stretching Force: Perspective of Curriculum Transition between Kindergarten and Primary School Abstract: Curriculum transition means continuity consistency durative in the transition between kindergarten and primary school. On the basis of the relative researches home and abroad and with 2 primary schools and 2 kindergartens as research samples this paper analyses the major problems in the present curriculum transition between kindergarten and primary school from curriculum goals curriculum contents curriculum organization curriculum implementation and curriculum evaluation and so on and then proposes a few suggestions about curriculum transition between kindergarten and primary school including propriety of curriculum goal transition connection of curriculum contents with real life integration of curriculum organization implementation of curriculum in activities multiplicity of curriculum assessment. Key words: kindergarten primary school curriculum transition

4 霍力岩. 日本“幼小一贯学校”述评J.外国教育研究2006541-45. 摘要日本近来出现了将幼儿园教育和小学低年级教育紧密联系在一起的“幼小一体化”教育机构———“幼小一贯学校”。文章重点分析了其基本特点和主要成因以期为我国基础教育改革提供有益借鉴。关键词幼小衔接幼儿教育基础教育日本教育 A Commentary on the Schools of Integrating Kindergarten and Primary School in Japan Abstract: Recently there have appeared some schools integrating kindergarten education and the lower grades of primary education in Japan. The paper focuses on the basic characteristics and main causes of the schools aiming at providing some reference for basic education reform in China. Key words: the integrated school for kindergarten education and primary education preschool education basic education Japanese education

5霍力岩木全晃子. 日本“幼小衔接”热潮剖析J.比较教育研究2006538-42. 6 摘要本文在对近几年日本出现的“ 幼小衔接”热潮的发展历程和主要特点进行研究的基础上对其原因进行了分析认为地方分权化的推动“、小一问题”的驱使和终身教育思潮的影响是当今日本出现“ 幼小衔接”热潮的主要原因。关键词日本幼小衔接幼儿教育教育改革An Analysis of the Continuity and Transition from Kindergarten to Primary School in Japan in Recent Years Abstract The issue of continuity and transition from kindergarten to primary school has been a focus in Japan in the recent years. The paper explores the development course of this phenomenon and its characteristics.

The reasons behind this phenomenon include decentralization in educational administration class collapse in Grade One and trends of life- long learning. Key words Japan continuity and transition from kindergarten to primary school Early Childhood Education educational reforms

6秦振飙侯莉敏. 幼小衔接课程现状的调查与反思———对广西幼儿园教师和小学教师的比较研究J.20055. 摘要关于幼小衔接长期以来存在“ 一头热”的现象即幼儿园主动向小学靠。但衔接应该是两个阶段共同面临和解决问题。本研究通过对幼儿园和小学教师展开调查试图对当前的幼小衔接进行更深入的反思。关键词幼小衔接课程幼儿园课程 Reflection on a Survey about How Kindergarten Curriculum Joints Elementary Education ——a Comparative Research on Kindergarten and Elementary-school Teachers’ Views of Curriculum in Guangxi Province Abstract: Kindergarten teachers have done much in helping children adapt to elementary education. But the results are not optimistic according to the survey done in Guangxi province. There are still many important problems that are worth rethinking and should be solved. In the researchers’ point of view teachers in kindergarten and elementary school should make efforts together because children’s development is in consistency. Key words: kindergarten education elementary education curriculum

7吴婷婷.幼小衔接中儿童人际交往能力培养的问题及对策研究D.东北师范大学硕士学位论文2010年6月. Research of Problems and Countermeasures of Children’s In terpersonal Skills Training into the Connection between Kindergarten and Primary School 摘要在提倡素质教育、终身教育的今天作为学校教育基础的幼儿园教育以及幼儿园与小学的衔接问题已经引起世界各国教育的关注也取得了不少可喜的成果。学前期是儿童社会化的最佳时期在两个阶段的过渡期中儿童的社会化经验尤其是其人际交往能力的发展对其后来的社会化有极其重要的影响然而由于幼儿教育的小学化倾向严重地违背了幼儿身心发展的特点和早期教育的基本规律 7 并且这一时期儿童处于由幼儿园到小学的转折期就使得儿童在进入小学这个新环境时难免出现学习不适应和社会性不适应等问题由于对学校环境与人际交往环境的陌生儿童显得无所适从人际交往能力尤其受到困扰。因此本文笔者通过运用个别访谈、查阅文献以及行动研究等方法进行深入研究发现幼小衔接过程中儿童交际能力在培养意识、培养目标、培养内容、培养过程以及培养效果等方面都存在严重问题经过深入分析问题存在的原因全面考虑幼儿园与小学、家庭以及儿童自身存在的问题参考国内外幼小衔接的成功教育实践给出了问题解决的对策在于加强幼儿园与小学的有效衔接、家庭与学校的有效合作以及对幼儿园和小学的有效管理等方面以减缓儿童从幼儿园向小学过渡期的坡度真正实现教育促进儿童身心健康和谐全面发展的目标。关键词幼小衔接人际交往能力培养Abstract In the time of improving quality and lifelong education school-based kindergarten education and the interface between kindergarten and primary education have attracted worldwide attention and also have made lots of good results. Preschool is the best period of the socialization for children in two stages of the transition period the social experience of children especially the development interpersonal skills are very important for socialization but because the primary schools tendency of early childhood education seriously violate the characteristics of physical and mental development in early childhood and basic rules of early education. What’s more the children are in the transition period from kindergarten to primary school they are hard to avoid the problems for example the maladjustment of learning and socialization and so on after they entering into a new environment namely primary.

Because the children are not familiar with the school environment and the interpersonal environment they seem at a loss personal skills are particularly in trouble. Therefore in this article the author made a deep research through individual interviews literature review and action research and so on and found that young childrens social ability during the interface between kindergarten and primary education have serious problems in cultivating awareness training objectives training content training process and cultivating effective and so on. After deeply analyzing the reasons for problems thinking the problems carefully between kindergarten and primary family and children referring to the successful educational practice in the interface between kindergarten and primary education in domestic and international the author given the measures to solve the problem. That is to strengthen the effective interface between kindergarten and primary school family and effective cooperation between schools and the effective management an kindergartens and primary schools and so on so as to reduce the transition slope for children from kindergarten to primary school and truly realize the aim that education can promote the healthy harmonious and comprehensive development for children both in mental and physical. Key words Connection between kindergarten and primary school Children’s interpersonal skillsTraining

8张丽. 幼小数学教学衔接问题研究 D.广西师范大学硕士学位论文2010年4月. The Research of Kindergarten and Elementary School Mathematic Teaching Connection 8 摘要幼儿园与小学教育是两个截然不同的教育阶段从幼儿园“过渡”到小学幼儿的学习环境、目标、内容、方式方法都发生了根本性的改变这些转变对幼儿后继的学习会产生重要的影响极易造成进一步学习的困难。而数学是具有高度抽象概括性与严密逻辑性的知识对它的学习连贯性、系统性很强如果在教学中幼小转变的“坡度”太大很容易对幼儿的数学学习产生负面影响因此数学教学的衔接问题显得十分重要。本研究通过对桂林地区部分幼儿园大班和小学一年级数学教师问卷调查以及对某幼儿园大班 A 班及某重点小学一年级甲班数学课堂教学的实地观察与访谈对幼小数学教学衔接现状展开研究如何使幼儿园与小学两个阶段的数学教学得以更好地有效衔接是本研究的主要课题。研究中发现幼儿园与小学数学教学的衔接状况有好的方面但更多的是面临着一些急需改进的问题。衔接教学问题具体说来主要表现在以下几个方面1幼儿园一头热小学参与不够2以升学考试为教学导向过分强调知识的获得3教学内容与小学重复较多缺乏连续4教学中忽视幼儿学习心理有急功近利倾向5教师对两类教育机构的教学差异认识不清。笔者对影响幼儿园与小学学数学教学衔接问题的原因进行了深入分析认为主要体现在以下几个方面教学中对幼儿园数学教育目标的认识不清教师数学教学观念的问题不明教师对幼儿学习心理的了解不够教师对幼儿园与小学两类教育机构教学差异的把握不足。在此基础上给幼小数学衔接教学提出了建议小学方面在教学中多多考虑学生学习的延续性在新生入学之初注意了解其幼儿园阶段的学习特点以及已有的经验起点要有教学的衔接意识。幼儿园方面应做到把握幼儿数学学习的需要明确幼儿园数学教育目标提高幼儿教师素质加强教师的学习与培训促进学校与家庭的沟通统一幼儿数学教育观念加强幼儿园与小学的沟通把握二者教学差异了解幼儿学习心理合理进行衔接.