新西兰学前课程标准研究__以《编席子：学前课程》为依据
摘要
小儿便血学前教育对人一生的发展具有深远意义。新西兰学前教育位于世界前列，其学前课程改革尤为显著。当前，学前教育也是我国教育改革的重点之一，其切实落实需要较为完善的学前课程。因此，全面研究新西兰学前课程标准，可以为我国学前课程的提升和学前教育的发展提供启示和借鉴。
新西兰当前的学前课程标准是在国际社会不断推进学前教育和新西兰继承和发展毛利文化的国内外背景下、基于新西兰学前教育的总体发展和学前课程存在的问题，由新西兰教育部于2017年发布。新西兰学前课程标准建立在其儿童观、课程观和课程原则基础上，其中新西兰认为儿童是有自信、有能力的学习者和交流者和独立的个体，学前课程标准应具有开放性、寓意性、包容性，并遵循赋权原则、全面发展原则、家庭和社区原则、关系原则。新西兰学前课程标准主要由线索、目标、学习成果构成，其中线索包括幸福健康、归属感、贡献、交流、探索，每一条线索均对应相关的目标和学习成果。新西兰学前课程标准总体上呈现出四大特征，即：课程以科学的儿童观为基础、聚焦核心素养培养，与基础教育课程相衔接、教师扮演多种角色。
我国学前课程经历了三十多年的探索，在取得重要发展的同时也面临着新的问题，借鉴新西兰学前课程标准，我国学前需要提高学前课程实施的整合性、提高学前课程文本的操作性、提高幼儿教师准入标准
、推进幼小衔接的落实方面着力。
关键词：新西兰；学前课程标准；编席子；学前课程
中班区域活动目标A Study of New Zealand Early Childhood Curriculum Standards
— A Ca Study of Te Whāriki : Early Childhood Curriculum
Abstract
Early childhood education has far-reaching significance for the development of people's life. Early childhood education in New Zealand is at the forefront of the world, and its early childhood curriculum reform is particularly significant. At prent, early childhood education is also one of the key points of in China education reform, and its practical implementation requires a relatively complete early childhood curriculum. Therefore, a comprehensive study of New Zealand early childhood curriculum standards can provide inspiration and reference for the promotion of early childhood cours and the development of early childhood education in China.
The current of New Zealand's early childhood curriculum standards is under the Domestic and foreign background of international community's continuous advancement of early childhood educati
on and New Zealand's inheritance and development of Maori culture, and bad on the overall development of early childhood education in New Zealand and problems tho are existing in early childhood curriculum, issued by the New Zealand Ministry of Education in 2017. The New Zealand early childhood curriculum standards built on the foundation of its children concept, curriculum concept and curriculum principles, and among them, the children concept thinks that children are confident and capable learners and communicators, independent individuals. The early childhood curriculum Standards has openness , implied meaning and comprehensiveness; and follow to empowerment principles, comprehensive development principles, family and community principles, and relationship principles. The New Zealand early childhood curriculum Standards consist of goals, and learning outcomes. The clues include happiness, belonging, contribution, communication, and exploration. Every clue corresponds to the goals and learning outcomes. The New Zealand early childhood curriculum standards generally prents four characteristics: the curriculum is bad on the scientific concept of children, focusing on core literacy training, connecting with the basic education curriculum, and teachers assume multiple roles.
Early childhood curriculum in C hina has experienced more than 30 years of exploration. While achieving important developments, it also faces new problems. Learning from the New Zealand early childhood curriculum standards, early childhood curriculum in China needs to
develop implement integrated early childhood cours, improve the operability of early childhood curriculum texts, and improve Advance standards for kindergarten teachers and efforts to promote the implementation of young connections.
成长的烦恼主题曲Key Words：New Zealand；Early Childhood Curriculum Standards; Te Whāriki；Early Childhood Curriculum
目录
摘 要 .................................................................. I Abstract ............................................................... II 目 录 ................................................................. IV 导论 . (1)
一、问题提出 (1)
造化钟神秀下一句二、文献综述 (2)旅行日记
无敌猛鲨
三、研究意义 (5)
四、研究目的和内容 (5)
五、研究思路与方法 (5)
怎么炸酥肉
六、概念界定 (6)
第一章 新西兰学前课程标准的背景 (8)
第一节 国际社会对学前教育的推进 (8)
一、国际组织对学前教育的关注 (8)
二、主要的西方国家学前课程改革 (9)高考语文阅读
第二节 新西兰学前教育的发展 (10)
一、学前教育政策探索 (10)
二、学前教育机构的设立 (11)
三、学前教育激发儿童潜能 (11)
第三节 新西兰学前课程标准的要求 (12)
一、课程标准需要与时俱进 (12)
二、课程标准需要聚焦核心素养 (12)
第二章 新西兰学前课程标准的框架 (14)
第一节 学前课程标准的理论基础 (14)
一、儿童观 (14)
二、课程观 (14)
三、课程原则 (15)
第二节 学前课程标准的结构 (17)
一、课程的组成 (17)
二、课程标准各组成之间的关系 (18)
第三节 学前课程标准的内容 (19)
一、线索 (19)
二、目标 (22)
三、学习成果 (23)
第三章 新西兰学前课程标准的特点 (29)
第一节 以科学的儿童观为基础 (29)
一、关注儿童发展的阶段性 (29)
二、关注儿童发展的差异性 (30)
第二节 聚焦核心素养培养 (30)
一、核心素养的内涵 (30)
二、新西兰学前课程标准中的核心素养 (30)
第三节 与基础教育课程相衔接 (31)
一、课程标准与基础教育课程的联系 (31)
二、五条线索与三个学习领域的链接 (32)
第四节 教师扮演多元角色 (36)
一、教育环境的创建者 (36)
二、主动学习的支持者 (36)
三 、教育活动的鼓励者 (37)
第五节 关注毛利儿童 (37)
一、新西兰对毛利文化的继承和发展 (37)
二、兼顾毛利人世界中的儿童观 (38)
三、采用两种语言编写课程 (38)
第四章 思考和启示 (40)
第一节 我国学前课程的现状 (40)
一、我国学前课程的发展 (40)
二、我国学前课程存在的问题 (40)
第二节 新西兰学前课程对我国的启示 (41)
一、提高学前课程实施的整合性 (41)
二、提高学前课程文本操作性 (42)
三、提高幼儿教师准入标准 (42)
四、推进幼小衔接的落实 (43)
结 语 (45)
致谢 (46)
参考文献 (47)
硕士期间发表的论文 (54)
