学前教育专业英语讲义.doc

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 2(2000ed)2. 美 劳拉E贝克的儿童发展 Child Development3. 渴望学习: 教育我们的幼儿 Eager to learn: educating our preschoolers4. 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 Development5. Head Start Impact Study Final Report(Executive Summary)/index.htmlU.S. Department of Health and Human ServicesAdministration for Children & Families6. 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。l /home/0,2987,en_2649_201185_1_1_1_1_1,00.htmll Key indicators on educationl BooksEducation at a Glance 2011: OECD IndicatorsThe 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. NAEYCNational Association for the Education of Young Children/8. NEGPNATIONAL EDUCATION GOALS PANEL/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l 个性、社会性和情感的发展l 交流、语言和读写l 数学发展l 认识和理解周围世界l 身体发展l 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，30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，2011（4）：53-60.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 DecadeAbstract: 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 childrens development. By comparing the domestic and foreign parents, teachers and young childrens 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 childrens 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,2010(5):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 DecadeAbstract 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 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,2007(7-8):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 SchoolAbstract: 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，2006（5）：41-45. 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 JapanAbstract: 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，2006（5）：38-42. 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 YearsAbstract 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.2005(5).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 Educationa Comparative Research on Kindergarten and Elementary-school Teachers Views of Curriculum in Guangxi ProvinceAbstract: 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 childrens development is in consistency.Key words: kindergarten education, elementary education, curriculum7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 Childrens Interpersonal 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，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AbstractIn 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. Whats 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 ； Childrens interpersonal skills；Training(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，合理进行衔接期的教学设计。关键词：教学衔接 数学 幼儿园 小学AbstractKindergarten and primary school are two different educational institutions in nature, children from Kindergarten intergrades to primary school, their learning environments, objectives, contents and methods have undergone fundamental changes and these changes will have important effect to the study of successor and make further difficulty very easily. And mathematics is a highly thorough general and abstract logical, coherent study for its strong and systematic in teaching technology small change, it is easy to learn about babies have a negative impact on the mathematics, so the question of kindergarten and primary school mathematic teaching connection was very important. In this study, by taking the research objects as some of the kindergarteners and teachers of mathematics from the first grade in Guilin, we studied the current situation of mathematics teaching transition between a kindergarten A and a first grade class in primary school through questionnaires, practical observation and interviews. The study on mathematics teaching transition between the big kindergarten class and the first grade class are spread. How to effectively do a better math teaching transition in the two phases of kindergartens and primary schools is the main topic of this study.The research tells that there are some good aspects of mathematics teaching transition between kindergartens and primary schools present, while much more are problems that in dire need of being improved. The problems lie in the following areas: (1) the primary school teachers taking no account of such problems; (2) entrance examination oriented teaching, and emphasis on acquiring knowledge too much; (3) teaching content repeated too much, but lack of continuity; (4) neglecting childrens learning psychology, and have profit-oriented tendencies; (5) the kindergarteners unclear of the teaching difference between the twoinstitutions. The author has taken a deep analysis on the causes of the problems in mathematics teaching transition between kindergartens and primary schools. The problems are lying in the following areas, i.e., the understanding of education objective in kindergartens mathematics teaching; the concept on mathematics teaching of the kindergarteners; the understanding of childrens learning psychology and the grasp of the difference between the two institutions. Based on the areas above, a thinking of mathematics teaching transition in primary schools is extended, the suggestion on such teaching transition are as follows: In primary schools, more consider about the learn continuity of students, know about the studying characteristics in the nursery and the experiences of the new entry and a teaching building awareness. About kindergartens aspects, grasp the needs of childrens mathematics learning, give the explicit goal of mathematics education in kindergartens; improve the quality of kindergarteners, enhance the learning and training of kindergarteners; improve the communication between schools and families, unify the concept of mathematics teaching for kids; enhance the communication between kindergartens and primary schools, reduce the difference between the two kinds of teaching; get to know about childrens psychology in learning, make a rational design on teaching in the transition period.Key words: Teaching Connection; Mathematics; Kindergarten; Primary School(9)邓祎. 幼小衔接视角下小学一年级新生入学初期适应现状研究以上海市杨浦区某小学一年级某班为例D.华东师范大学硕士学位论文，2010年4月.论文摘要本研究以上海市杨浦区某小学一年级某班为例，采用观察法、问卷法、访谈法等研究方法，从学前教育的视角来研究小学一年级新生的入学适应现状，具体分为环境、学习、人际与生活作息等几大方面。发现小学一年级新生入学两个月内整体适应良好。其中，环境方面适应最优，但仍存在新生对课桌椅的一系列适应障碍。在学习适应方面，学习习惯不好是新生最大的适应问题。其中，注意力集中与倾听习惯的培养是小学学习适应的关键所在。而适量的识字量及课外学习班经验有利于小学初期的学习适应。在人际适应方面，师生间互动良好，学生对教师较少抱怨，但家长与小学教师在师生交往的重视程度上存在差异。同伴交往初期整体情况良好，但随着时间的推移抱怨渐多。在生活作息方面，入学头两个月内睡眠与情绪的状况前后差异较大，入睡质量由初期的平稳向两极分化发展。进食情况整体良好，但部分学生会经常出现放学后喊饿与玩幼儿园时玩具的现象。最后，在研究以上小学方面适应结果的基础上，反观幼小衔接工作，为幼儿园与小学衔接工作的改进提出了建议。关键词:幼小衔接 入学适应 小学一年级A Research on the Status of First-year Students Adaptation to Primary SchoolTargeted on a Class of a Primary School inYangPu Distrct，Shanghai.10 申恒苗 .从教育政策看英国幼小衔接D.上海师范大学硕士学位论文，2010年3月.摘要幼小衔接是世界各国教育所普遍面临的问题，也是各国正努力探索解决的问题之一。合理、成功的幼小衔接不仅能促进儿童小学阶段教育的良好开展，更是适应儿童连续性发展需要的必然要求，它对儿童的一生产生重要影响。随着各国对学前教育事业越来越重视，幼小衔接问题也进一步为人们所关注。从教育政策的角度研究英国幼小衔接的发展，了解不同社会背景下英国幼小衔接的发展特点与状况，既能使我们更全面的掌握英国的幼小衔接问题，也为我国幼小衔接的发展提供一定的启示与借鉴。本研究分将英国幼小衔接相关政策为两个阶段展开研究:20世纪80一90年代初，即撒切尔政府执政或影响下，这一阶段的英国以1988年教育改革法拉开了教育改革的序幕。幼小衔接注重教学质量及儿章知识经验的衔接，同时衔接主要侧重学校的短期准备。20世纪90年代中后期至今，这一时期新工党出台了一系列学前教育政策及计划，幼小衔接也不断趋于科学化、合理化，主要表现在衔接不仅注重儿童的知识技能，更注重儿童社会性及情感的发展;衔接着眼于儿童的可持续发展;表现为一种多层次、双向性衔接，同时“社会衔接”也得到发展。英国幼小衔接的发展也给了我们一定的启示，首先，学前教育事业的整体发展是幼小衔接发展的前提，其次，政府在政策及财政方面的支持是幼小衔接发展的重要平台。另外，尽管英国的幼小衔接在探索中不断趋于科学、合理，但有些方面还有待进一步改善与提高。关键词：幼小衔接，英国，教育政策A Educational Policy Perspective on Transition from Early Childhood Phase to Primary Education in the UK(11) 李静.透过幼小的“课”看幼小衔接以幼儿园大班语言活动和小学一年级的语文课为例D.华东师范大学硕士学位论文，2010年5月.论文摘要课堂教学是教育的重要组成部分，而做好课堂教学的幼小衔接工作是实现教育衔接的一个重要方面，不但能使幼儿更快的接受新的教学阶段的学习内容，进一步适应和完成难度更高的学习任务，同时也为孩子在整个幼小衔接阶段的顺利过渡创造必要的条件。在新课程改革背景下，幼儿园和小学之间的课程与教学发生了很多变化，在幼小衔接的过程中也产生了很多新的问题。本研究以上海市某小学一年级两个班的教师和儿童、某幼儿园大班的两位教师和所在班级幼儿为主要研究对象。通过课堂观察和访谈揭示出小学一年级儿童的学