Emerson-Life is a series of lessons that must be vividly understood.
abstract
This chapter mainly introduces the discussion on the philosophical, psychological, sociological and cultural basis of curriculum, and the relationship between philosophy, psychology, sociological culture and curriculum, and analyzes the influence of philosophy, psychology, sociology and culture on kindergarten curriculum in detail, so as to help learners have a multi-perspective understanding and overall grasp of the theoretical basis of kindergarten curriculum.
learning target
First of all, master the theoretical basis that affects kindergarten curriculum.
Second, understand the relationship between theoretical basis and kindergarten curriculum.
Third, understand the theoretical basis and its influence on kindergarten curriculum, and learn to analyze various phenomena in kindergarten curriculum practice with theory.
For example, China, Japan and the United States teach children to draw apples, but the results are different. Teachers in China emphasize the teaching process based on knowledge and skills, while Japanese teachers focus on children and emphasize learning and observation. American teachers pay attention to individuals and emphasize free learning. This essentially reflects the relationship between culture and kindergarten curriculum.
Foundation refers to the foundation of the development of things. The foundation of curriculum refers to the basic field that affects curriculum objectives, curriculum content, curriculum implementation and curriculum evaluation. Kindergarten curriculum foundation refers to the foundation that affects the development of kindergarten curriculum. Including the determination of kindergarten curriculum objectives, the selection of kindergarten curriculum content, the implementation of kindergarten curriculum organization and the evaluation of kindergarten curriculum activities.
Professor Yu Yongping put forward the viewpoint that culture leads the future of kindergarten curriculum, and emphasized the cultural foundation of curriculum. He believes that we should not only pay attention to kindergarten curriculum theory and psychology, philosophy and sociology that have a supporting influence on the development of kindergarten curriculum theory, but also really bring team culture, institutional culture, community culture and social culture related to kindergarten curriculum into our field of vision, so as to strengthen the concern and research on how culture directly affects the development of kindergarten curriculum.
Section 1? Philosophical basis of kindergarten curriculum
First, the relationship between philosophy and curriculum
Peter Biss' understanding and philosophy mainly focus on two issues. What do you mean? How do you know? The word ancient Greek philosophy means to love wisdom.
Philosophy helps educators to fundamentally answer questions such as why there are schools, what subjects are valuable to students, how to learn, what methods to use, and subject content. Philosophy provides a framework for solving a wide range of problems and tasks, such as determining educational objectives, educational contents, organizational forms, teaching processes and activities and experiences that need to be emphasized in schools and classrooms.
Although the kindergarten curriculum focuses on the healthy development of children's body and mind and their future study, the preparatory course does not particularly emphasize the systematic teaching of subject knowledge. Philosophy is closely related to kindergarten curriculum.
Scholars say that all curriculum concepts are related to philosophy. Without the foundation of philosophy, school curriculum cannot be established. He drew four understandings and explained the close relationship between philosophy and curriculum. First of all, philosophy is the most fundamental foundation of school curriculum view. Secondly, the characteristics of knowledge source and knowledge essence in philosophy have a direct guiding role in curriculum theory and practice, especially the model of curriculum design. Thirdly, the discussion on the value of knowledge in epistemology has great influence on the selection and organization of curriculum content. Fourthly, the views on the form and classification of knowledge in epistemology are "reflected" as the types and categories of courses in school education, from which we can see the close relationship between philosophy and courses.
Second, the influence of philosophy on kindergarten curriculum.
As one of the foundations of kindergarten curriculum, philosophy mainly explains what kindergarten curriculum is. How to understand the curriculum and what to teach in kindergarten? Plato's philosophy holds that the course is a scientific course, mainly centered on teachers' teaching. The view of Proda's philosophy on knowledge is that knowledge is dynamic and constantly changing, and it is the result of people's efforts.
(A) traditional philosophy and kindergarten curriculum
1. idealism
Plato had an important influence on the field of preschool education. Froebel, the founder of kindergarten and German educator, is an advocate of conceptual education theory. Froebel's philosophy is idealism. He believes that ideas can be verified abstractly without experience. Experience can only show ideas, but can't create them. Froebel's educational thought has religious mystery. He believes that the universe is a unity, with God as the center, and people and everything in the universe generally have the origin of God. He believes that children have four instincts: activity, cognition, art and religion. He designed a series of game materials for children and named them "gifts", which means gifts given by God. The purpose is to develop children's potential through "kind" operation and let children's natural creativity come into play naturally.
Idealism emphasizes the moral and spiritual explanation of the world. High-sounding educators like the subject content, the order and mode of the course, and think that this order and mode link concepts, the most important subject and the highest form of knowledge, and the teacher guides the children to approach the absolute truth.
2. Realism
The representative of realism is Aristotle. Realists look at the world from the perspective of objects and matter. They believe that people know the world through their senses and rationality. They emphasize organized courses and have independent subject materials and object classification knowledge. Realists often regard subject content experts as authorities. Truth and truth come from disciplines and art, so these disciplines play an important role in curriculum arrangement.
(B) Modern philosophy and kindergarten curriculum
Modern philosophy mainly includes pragmatism and existentialism. The representative figure of pragmatism is American philosopher Dewey.
1. pragmatism
Pragmatism opposes the dualism that separates subject and object experience from natural man-made, that is, there is no knowledge without action, and knowledge is valuable because it can guide action. Dewey believes that experience is a unified whole, which is the product of the continuous interaction between subject and object. He advocates combining curriculum with children's experience, making children learn by doing, and making educational institutions a place for children to grow into experience through activities, rather than learning ready-made textbooks. At present, our country's kindergartens emphasize that children should study by inquiry and operation, and the idea that one day's life should be followed by courses comes from this.
2. Existentialism
Markusen Green believes that existence precedes essence and emphasizes individualism and individual self-realization. Existentialists tend to let learners freely choose what to learn, freely decide what is true, and freely judge the truth by standards. Courses will avoid systematic knowledge or structured subjects, and students can choose freely in various learning situations and learn knowledge from the process they want. Existentialists believe that the main purpose of education is to serve everyone. Education should guide students to have a philosophical dialogue and make choices with the help of various experiences and subject knowledge. Existentialism curriculum emphasizes students' self-expression, self-development and self-realization, and requires teachers and schools to provide them with correct methods and sufficient resources.
(C) Postmodernism Philosophy and Kindergarten Curriculum
The representative is the French philosopher jacques derrida. Postmodernism philosophy is based on the subversive criticism of traditional philosophy and modern philosophy. It has the following characteristics. First of all, it has the characteristics of doubt and negation. The second is to eliminate the value orientation of judgment. The third is the deconstruction strategy of decentralization against foundation and authority. The fourth is the practical view of knowledge. Fifth, the methodology is diversified.
Post-modern curriculum and teaching emphasize openness, complexity and variability. The so-called openness means that curriculum and teaching are regarded as an open system, and all kinds of disturbances and mistakes in this system are inevitable, which is also the opportunity and source of self-organization of the system. The existence and complexity of these factors must be considered in curriculum and teaching design, that is to say, the influencing factors of curriculum and teaching are network, comprehensive and diverse, not single, but fixed at present. For variability, it refers to the process of the system from a state far from equilibrium to a new equilibrium. The implementation of curriculum and teaching is an open, enlightening, inspiring and conversational way. Teaching is a process in which teachers and students participate and learn knowledge together. Teachers are the first among equals. They acknowledge and respect the diversity of values in curriculum and teaching evaluation, acknowledge and emphasize students' organizational construction ability, and pay attention to students' self-awareness and creativity. This concept has also had a certain impact on the kindergarten curriculum in China, encouraging teachers to carry out research and development of creative courses and original courses. This reflects the influence of post-modern educational ideas.
Section 2 Psychological Basis of Kindergarten Curriculum
Herbart pointed out that pedagogy, as a science, is based on practical philosophy and psychology. The former explains the purpose of school education, while the latter explains the ways and means of education and the obstacles to educational achievement.
First, the relationship between psychology and curriculum
Piaget's genetic epistemology believes that knowledge is not the accumulation of experience, but the physical knowledge acquired by children through action and positive psychological construction, and then the logical mathematical knowledge through introspection and abstraction. Kindergarten curriculum is a cognitive curriculum, that is, providing food for children to operate. The role of teachers is to help children develop their questioning skills.
Dewey vividly described the relationship between psychology and curriculum in his book Children and Curriculum. Psychological considerations may be ignored or pushed aside, but we can't rule out being kicked out of the door and climbing in through the window.
Psychology has become one of the foundations of kindergarten curriculum, which is mainly determined by the characteristics of preschool education. To achieve the best curriculum effect, we must take the law of children's physical and mental development and learning as the objective basis for the organization of curriculum content, take children's development as the foundation, and the curriculum should be suitable for children's development, which is the ideal goal pursued by many early childhood education theorists and practitioners. Therefore, to plan high-quality children's curriculum, we need a certain psychological theoretical basis.
Second, the influence of psychology on children's curriculum
(A) maturity theory
Stanley Hall is known as the father of children's research movement, and his research on children's development embodies the argument that development is based on heredity. In other words, personal development repeats the process of species development. He advocates conforming to children's nature and development law, rather than following the rules from the outside. He is a pioneer in establishing a child-centered educational concept.
Gesar is one of the influential leaders in the American children's research movement in the19th century. The research and demonstration of his famous twin ladder climbing experiment depends on the theory of maturity, and the sequence of maturity depends on the timetable determined by genes. Any early training before the child's physical development is mature will not have obvious effect.
According to the maturity theory, teachers should attach importance to the physical maturity of children's learning, wait patiently for children's tolerance, and provide and support the environment and atmosphere for growth and development, so that children can feel happy and satisfied. Maturity theory has both positive and negative effects on preschool education curriculum. How to seek advantages and avoid disadvantages is a problem that every kindergarten teacher should think about.
cognitive psychology
Swiss psychologist Piaget's cognitive theory. His main contribution lies in his theory of children's development stages and cognitive structure. The stage theory of children's development divides cognitive development into four stages, namely, the sensory motor stage from birth to two years old, the pre-operation stage from two to seven years old, the concrete operation stage from seven to 1 1 year old, and the formal operation stage from1/year old to adulthood. These four stages reveal the law of children's cognitive development in an orderly and phased manner, and the cognitive construction theory adapts and balances through graphic assimilation.
Piaget's theory of development and learning holds that cognitive development is not only based on physical age, but also on children's own active activities, that is, children actively construct their own cognition through interaction with the world, so as to actively try to recognize the meaning of the outside world. Under the guidance of Piaget's theory, teachers pay attention to arranging a good teaching environment for children in daily teaching activities, providing a large number of physical materials for children to operate by themselves, encouraging children to explore and discover, thus promoting children's learning and development.
According to his own understanding of Piaget's theory, Case, a neo-Pierre, put forward several key points of Piaget's theory in education. The most important two points are that the education children receive should be suitable for the types of intellectual functions they can realize, and the general methods adopted in teaching should promote the process of self-regulation and construction.
On the issue of children's development, cognitive constructivism emphasizes that children, as subjects, must interact with objects to achieve development. They neither agree with genetic determinism nor environmental determinism, but advocate interaction theory.
Vygotsky's theory of proximal development zone, the founder of cultural history school, and its influence and contribution to preschool education curriculum. He distinguished two kinds of psychological functions, one is the low-level psychological function as the result of animal evolution, which is the characteristic of individuals interacting with the outside world in a direct way in the early stage, and the other is the high-level psychological function as the result of historical development, which is the psychological function mediated by symbol system. He believes that teachers must consider two aspects of children's development in teaching, one is the current level of children's development, the other is the level that can be achieved with the guidance and help of adults, or the higher level that can be achieved with the help of others. The gap between the two, and the gap between the current level of children and the higher level that can be achieved with the help of others, is the nearest development zone.
(3) psychoanalytic theory
Freud initiated psychoanalytic theory, and he divided human psychology into three areas: consciousness, pre-consciousness and subconscious. He believes that personality consists of three parts: ID and superego. The id is a structural part of the subconscious. He is eager to find a way out, demanding satisfaction as soon as possible and following the principle of happiness. The structural part of self-consciousness restrains and controls the id and follows the principle of reality. Superego is the highest level of personality. He restrained the impulse monitoring of the id, guided himself to pursue perfection and followed moral principles. He emphasized the importance of childhood experiences. At the age of five, the personality pattern was completely stereotyped.
Eriksson put forward the stage theory of children's personality development, which divides life into eight stages. The process of personality development is a process of constantly resolving the crisis and constantly transforming each stage. The smooth resolution of the crisis helps to develop a healthy personality, otherwise it will form an unhealthy personality.
Teachers who take psychoanalysis theory as the theoretical basis of kindergarten curriculum will pay more attention to children's mental health and personality health development. Eriksson emphasized that personality education must start with babies, not wait until children enter school to correct their flawed personality. From the beginning of life, it is necessary to cultivate children's positive personality with a constructive attitude and prevent personality deviation.
(4) behavioral psychology
Watson, the founder of behaviorism school, believes that even such an advanced psychological activity as thinking can be attributed to the fact that behavior is discussed by objective stimulus-response (S→R). It can be inferred that any words and deeds of children are caused by the surrounding environment or educational stimulation. This direct causal relationship between stimulus and response embodies the viewpoint of environmental determinism and educational omnipotence.
Skinner, the representative of new behaviorism, insisted on Watson's early behaviorism position in many aspects, and believed that the task of behavioral scientists was to establish a functional relationship between the stimulus conditions controlled by experimenters and organic reactions. Skinner believes that it is very important to practice by strengthening and shaping children's behavior, because he did not repeat reinforcement in the process of children's behavior, which provides an opportunity.
According to behaviorism theory, it is the most basic to analyze children's learning tasks, confirm children's original knowledge level, adopt small-step teaching method to provide complex learning services and tasks, and use intensive means in teaching.
To sum up, psychology provides advice on factors and characteristics that affect children's psychological development, as well as children's learning motivation and learning process. The kindergarten curriculum theory and the whole kindergarten curriculum preparation process are related to this information.
Section three? Sociological basis of kindergarten curriculum
First, the relationship between sociology and curriculum
Sociology was first put forward by Auguste Comte, a French sociologist, in the book A Course in Confirmatory Philosophy. Comte tried to establish an independent discipline and systematically study complex social phenomena and their laws by empirical methods.
Sociology mainly studies the behavior relationship and organization of human society. Its research object has changed from the origin of human society in the past and the tendency of human beings to organize customs and habits to the study of the development of modern society and the organized or group behavior in society. Sociology is a comprehensive study of social behaviors, relationships, organizations and their various components of the development process, and explores the laws of the occurrence and development of social behaviors, relationships and organizations.
Sociology regards society as a system and this feature as a whole, which is a systematic view and a holistic view that some classical sociologists have been emphasizing since sociology was founded. That is, from the relationship between people and social behavior. Sociological research is to pay attention to the laws of social and historical changes mentioned by Lenin and find out the repetitiveness and regularity in social phenomena. Sociology test questions are produced and developed in investigation and research. I think the research results and methods are of direct and indirect help to preschool education and curriculum. Education and other subsystems of preschool education belong to the big mother system of society, and there are inevitable close links and connections between each element and the overall structure, which interact and complement each other.
Second, the impact of sociology on kindergarten curriculum
On the basis of early sociologists' research, educational problems have been innovatively developed, and many theoretical schools such as functionalism, conflict theory and interaction theory have emerged, which have had a great impact on curriculum and teaching to some extent.
(A) functional theory
According to the functional theory, the main representative of structural functionalism is Durkheim of France. He emphasized social integration, values and social stability, and advocated that all parts of society work in an orderly manner on the basis of cooperation to meet the needs of society. Its basic viewpoints are as follows: 1. Society is composed of many different parts, and each part of a relatively stable and lasting structure plays its own role in the whole society. 2. Society is integrated because of the value of knowledge. On the whole, the change of a certain part may affect the overall structure, but it will not destroy the coordination and balance of the social structure. The key reason is that there are the same values and social views in society. 3. Although social changes exist, they are always there, so they are in a stable and harmonious state.
The curriculum view of functional theory has three main characteristics. First, it highlights the socialization function of curriculum, and the purpose of curriculum is the socialization of children. Therefore, it is necessary to regulate children's behavior and thoughts through learning and mastering social norms, so as to achieve the purpose of maintaining social structure and social stability. Secondly, the content of the course is required to be close to life, so that children can smoothly adapt to the social environment in which they live. Thirdly, it emphasizes that society promotes the development of curriculum, and curriculum serves the society, while social progress also has a strong impetus to the development of curriculum, which is the continuous development of curriculum and teaching.
(B) conflict theory
The representative figures of conflict theory are the conflict theory of Germans Marx Weber and Karl Marx, which has three basic viewpoints: First, the theory holds that conflict is an inevitable phenomenon in social life. Second, social change is a common phenomenon, which is the result of conflicts and struggles among social groups. Social stability is short-lived, but struggles and changes are constantly emerging. Third, there is reinforcement in social relations.
The representative of new Marxism is Bourdieu of France, who emphasizes the stage reproduction function of education and thinks that the ideological state machine can influence all institutional fields, including schools, and this influence is particularly obvious in schools.
(C) Interaction theory
Interaction theory, also known as theory, was first put forward by German sociologist G. Zimmel as "symbolic interaction theory". The basic viewpoints of interaction theory in curriculum and teaching are as follows: firstly, it pays attention to how teachers and students construct, explain and control their daily life process in teaching activities, and pays attention to the interpersonal interaction process between teachers and students. Second, strengthen the creation of classroom life by teachers and students, and explain the significance of their respective roles and behaviors. Thirdly, some concepts and symbols, self-concept, situation and definition, and social interaction will be used when analyzing classroom teaching situations.
To sum up, the reform and transformation of kindergarten curriculum and teaching are always associated with a certain social background.
The fourth quarter? The Cultural Foundation of Kindergarten Curriculum
Culture is the resource of curriculum, and the change of cultural category mode is the constraint of curriculum. Curriculum also has the function of spreading, copying and innovating culture. Culture and curriculum restrict and influence each other.
The cultural basis of curriculum actually refers to the various relationships between curriculum and culture, and the views formed by understanding these relationships.
First, the relationship between culture and curriculum
Taylor believes that culture and civilization are a 1 complex whole in a broad sense of ethnology, including knowledge and belief, art, morality, legal customs and all other abilities and habits acquired by people as members of society. He also mentioned that culture is a complete synthesis, which embodies the characteristics of spirit and material, rationality and sensibility of a society or a social group. Culture includes art and literature, as well as lifestyles, basic human rights, value systems, traditions and beliefs.
(A) cultural constraints on the curriculum
Curriculum originated from the need of human beings to impart knowledge, experience and skills in social production and life. Therefore, culture is the source of curriculum.
The dominant factor is the conversion rate from political decision to economic decision to cultural decision. First, in the stage of political decision-making, political system and ideology are the main resource factors among the cultural factors that affect the curriculum. Politics plays a decisive role in the formulation of curriculum plan, curriculum standard, curriculum content and curriculum teaching. Second, in the stage of economic decision-making, with the consolidation of politics and social stability, promoting rapid and sustained economic growth has become the central task of society, and economy has gradually replaced politics as the main factor affecting curriculum reform. For example, the Thai "Long Street Banquet" is an activity for local Maonan people to share food on holidays. It encourages children to participate in local activities and feel the local national cultural characteristics. Both foreign culture and China culture emphasize that the local culture and the cultural characteristics of the park should be fully considered in teaching, and the curriculum construction should be suitable for the local culture.
In recent years, many kindergartens have reformed, integrated and innovated the kindergarten curriculum from the local and kindergarten reality and the needs of children and society. In fact, curriculum reform and innovation reflect the reform and innovation of curriculum culture.
To sum up, the development of kindergarten curriculum theory is gradually mature on the basis of philosophical psychology, sociology and cultural development. Through the investigation in this chapter, let's make clear how the curriculum works with these basic disciplines and have an impact, and understand the development of kindergarten curriculum by combing the theoretical basis of kindergarten curriculum, so as to grasp the direction and trend of kindergarten curriculum research and better serve the theory and practice of kindergarten curriculum.
Personal feelings: learning this chapter is mainly to understand that curriculum theory is gradually mature on the basis of philosophy, psychology, sociology and cultural development. By defining the close relationship with the curriculum and effective information sources, we can determine the basic disciplines of the curriculum and understand how the curriculum interacts with these basic disciplines and has an impact. By combing the theoretical basis of kindergarten curriculum, we can understand the development of kindergarten curriculum, grasp the development trend of kindergarten curriculum research, and better serve the development of kindergarten curriculum theory and practice.