【作者】 张丽莉；

【导师】 朱家雄；

【作者基本信息】 华东师范大学 ， 学前教育学， 2011， 博士

【摘要】 皮亚杰建构主义理论对世界学前教育产生了深远的影响并在实践中被演绎为多个早期教育方案。其中,拉瓦特里早期教育课程、韦卡特等人的幼儿认知导向课程以及凯米和德弗里斯早期教育方案被认为是标杆式的课程。论文在梳理皮亚杰建构主义理论在美国学前教育实践中运用的发展历程后,从知识观、儿童观、学习观、教学观四个方面对三种早期教育方案进行了比较,认为拉瓦特里早期教育课程不正确地演绎了皮亚杰理论、韦卡特等人的幼儿认知导向课程在一定程度上演绎了皮亚杰理论,而凯米和德弗里斯早期教育方案最为忠实地反映了皮亚杰建构主义理论的内核。从20世纪80年代开始,皮亚杰建构主义理论一直伴随着我国幼儿园课程改革的步伐,对我国幼教工作者的教育观念产生了极大影响。那么,皮亚杰建构主义理论在我国幼儿园课程中运用的可行性如何?围绕这一问题,本研究展开相关探讨和分析。研究者采用混合方法研究(Mixed Methods Research)对皮亚杰建构主义理论在我国幼儿园课程中运用的可行性展开研究。首先,制作凯米和德弗里斯早期教育方案课件,自编问卷,在现场讲解的基础上,对江苏省南京、常熟、昆山三城市188位幼儿园教师进行了问卷调查。借助调查数据的量化分析和问卷资料的主题分析,作了主题归纳；基于对6位幼教工作者的深度访谈,借助布朗芬布伦纳人类发展生态学理论,从小系统、中间系统、外系统以及大系统四个层面归纳出访谈资料中关于皮亚杰建构主义理论在我国幼儿园课程中应用可行性的要素。综合调查信息和访谈信息,本文得出结论：皮亚杰建构主义理论在我国幼儿园课程中运用在一定程度上是可行的,但是有难度,在教育资源尤其是教师资源、管理体制等层面有一些现实的困难需要克服。在结论部分,研究者认为皮亚杰建构主义理论在我国幼儿园课程中的运用既要考虑与我国文化之间的共融性,又要考虑幼儿园教师将这种理论转化为教育实践操作的可能性。论文建议给予教师必要的专业培训和支持,并提出在部分班级和区域活动中开展实验,尝试运用皮亚杰建构主义理论。更多还原

【Abstract】 Piagetian Constructivist theory has affected education for preschool children worldwide and generated many projects in preschool education practice. Lavatelli preschool education curriculu, Weikart cognitive orientation course and Kamii-DeVries preschool education project are thought typical among all projects. After hackling the evolution of Piagetian Constructivist theory applied to preschool education practice in America, compared are the three preschool education curriculua from the perspectives on knowledge, on children, on learning and teaching. The conclusion is reached that the Lavatelli project is a misreading of Piaget, while the Weikart model is not far from Piaget and kamii-DeVries model truly represents the core character of Piagetian constructivist theory as applied to preschool education.From the 1980 on, the theory has influenced the kindergarten curriculum as well as trends of reforms in China. It is the main purpose of this dissertation to ask and answer the question that whether Piagetian constructivst model of curriculum a feasible guideline for Chinese kindergarten education.The author adopted Mixed Methods Research to probe into the feasibility of the exertion of piagetian constructive theory in kindergarten curriculum in our country. Firstly, doing the PPT of the Kamii—DeVries preschool education project and constituting questionnaire, the author investigated 188 kindergarteners in Nanjing Changshu、Kunshan in Jiangsu province on the basis of explaining the basic elements of the theory. By quantitative and thematic analysis the author reported the results of the questionnaire survey, and the author took detailed interviews with six educators in the field of kindgantenal research and practices. Bronfenbrenner’s perspectiveregaring the ecology of human development is adoted to interpret the findings of the analyses on microsystem、mesosystem、exosystem and macrosystem. The conclusion is tentatively put forward that the exertion of Piagetian constructivist theory in kindergarten curriculum in China is possible to a certain extent, but there are difficulties to overcome in the areas of teacher resources and administrational and supporting systems.In summary, the author reflected on the feasibility about the exertion of Piagetian constructivist theory in kindergarten curriculum in our country. One factor to be considered is the compatibility between Piagetian constructivist theory and the Chinese cultural. Another factor is the possibility of transformation of the mentality and professional capacity of teachers in modern China. It is suggested that we can apply Piaget’s constructivist theory in kindergarten curriculum with adequate preparation of personnels and a functional supporting system for constructive practices on a day to day basis. It is a better strategy to experiment and then to implement such educational reforms in some classes and in region activies.更多还原