澳大利亚-教学法1.ppt

1、CRICOS No.00213Ja university for theworldrealREarly Childhood Education Pedagogy幼儿教学法幼儿教学法Session 1:Contemporary Perspectives 第一讲：当代视角CRICOS No.00213Ja university for theworldrealROverview 综述综述CRICOS No.00213Ja university for theworldrealRAcknowledgements致谢致谢 Acknowledgements 致谢 Early Years Learning

2、 Framework known as EYLF(DEEWR,2009)幼儿学习框架（EYLF）Images courtesy of Google images 谷歌图片CRICOS No.00213Ja university for theworldrealRWhat does pedagogy mean?何谓教学法何谓教学法CRICOS No.00213Ja university for theworldrealRPedagogy 教学法教学法CRICOS No.00213Ja university for theworldrealRPedagogy practice 教学法教学法 实践实

3、践CRICOS No.00213Ja university for theworldrealR EYLF Preschoolers group time 01_P1-C1-Preschoolers group time.wmv observe closely and describe what you see-the interactions,the play,the environment and the learning CRICOS No.00213Ja university for theworldrealREarly Childhood Pedagogy幼儿教学法幼儿教学法The h

4、olistic nature of early childhood educators professional practice 幼儿教师专业教学实践的整体性 Building and nurturing relations 建立与培养关系 Curriculum decision making 课程决策 Teaching and learning 教与学 DET Qld-Benefits of Kindergarten advertisement contextualize(3.20 mintues)01_P1-C1-Benefits of kindergarten programs.wmv

5、CRICOS No.00213Ja university for theworldrealR幼儿澳大利亚存在形成归属CRICOS No.00213Ja university for theworldrealRCurriculum framework for children,birth to five years to engage educators in critical thinking,reflection and inquiry.针对针对0 0到到5 5岁幼儿的课程框架，使教师能进行批判性思考，反思和探究。岁幼儿的课程框架，使教师能进行批判性思考，反思和探究。归属存在形成澳大利亚幼儿

6、学习框架CRICOS No.00213Ja university for theworldrealRbelonging,being,becoming 归属，存在，形成The Framework encourages everyone who works with young children to see themselves as pedagogical leaders 该框架鼓励每个幼儿教育工作人员将自身视为“教学法教学法引领者引领者”CRICOS No.00213Ja university for theworldrealRProfessional Judgments教师的专业判断教师的

7、专业判断 CRICOS No.00213Ja university for theworldrealRProfessional Judgments教师的专业判断教师的专业判断Influenced by 受到以下因素的影响 Knowledge and skills 知识和技能水平 Knowledge of children,families and communities 对于幼儿，家庭和社区的了解程度 Awareness of how teachers beliefs and values impact on childrens learning 对于教师理念和价值观如何影响幼儿学习的认识程度

8、 Personal styles and past experiences 个人风格和以往经历CRICOS No.00213Ja university for theworldrealREarly Childhood Educators 幼儿教师幼儿教师Developmental theories 发展理论Socio-cultural theories 社会文化理论Socio-behaviourist theories that focus on the role of experiences in shaping childrens behaviours 社会行为主义理论，关注以往经历在儿童

9、行为形成中的作用Critical theories 批判理论Post-structuralist theories 后结构主义理论CRICOS No.00213Ja university for theworldrealRPause and Reflect 反思反思 What beliefs,theories and perspectives influence your practices?哪些理念、理论和视角影响你的教学实践？Clip of 3.5 years old Topic:Exploring Nature 3.5岁幼儿的视频片段 主题：探索自然 .Using Reggio Emil

10、ia approach(5 minutes)瑞吉欧教学法的运用（5分钟）15E00B43407A277CD9AA15E00B43407A277&first=0CRICOS No.00213Ja university for theworldrealRChallenging Traditions 挑战传统挑战传统 Investigate how children act 调查幼儿的行为 Recognise the influence of theories and beliefs 认识到理论与观念的影响 Consider the impact of teachers actions 思考教师行为

11、的影响 Find new ways of working 发现工作新方式CRICOS No.00213Ja university for theworldrealR反思性实践CRICOS No.00213Ja university for theworldrealRReconceptualising early childhood 重新重新界定儿童早期概念界定儿童早期概念 1980s dominance of developmentally appropriate practice and marginalisation of diverse children 八十年代发展性适用教学法占据主导

12、，具有多样性特点的儿童被边缘化 Postmodern,poststructuralist and critical theories 后现代，后结构主义和批判理论 Socio-cultural perspective 社会文化视角CRICOS No.00213Ja university for theworldrealRLearning 学习学习 Our view of learning has changed 我们的学习观已经发生了改变 From filling an empty vessel 从“灌输式”To sparking a flame 到“启发式”Play clip of chil

13、dren playing/problem solving/answering questionsFrom CD Observing and Understanding Child Development:A ChildStudy Manual,Ahola&Kovacik Video Stream No 6 2 minutes.播放幼儿玩耍/解决问题/回答问题的视频片段来自幼儿发展的观察与理解：幼儿学习手册的CD光盘，作者：亚赫罗与科瓦希克，视频，分钟CRICOS No.00213Ja university for theworldrealRCRICOS No.00213Ja universit

14、y for theworldrealRPause and Reflect反思反思Are your theories and perspectives inclusive of students culture?If so,how?你的理论和视角中是否包含了学生的 文化因素？如果是，是如何包括的？CRICOS No.00213Ja university for theworldrealRTeachers personal pedagogy教师的个人教学法教师的个人教学法Principles原则Practices实践Knowledge,beliefs,values,attitudes and pe

15、rceptions知识，理念，价值观，态度和洞察力 CRICOS No.00213Ja university for theworldrealRBeliefs 理念理念 children are capable and competent 儿童有能力有信心 children actively construct their own learning 儿童积极建立自身的学习模式 learning is dynamic,complex and holistic 学习具有动态性，复杂性和整体性 children have agency,initiate and lead learning,are a

16、ctive participants and decision makers 儿童有主动性、积极性和学习主导性，是积极的参与者和决策者CRICOS No.00213Ja university for theworldrealREarly years planning cycle儿童早期规划周期Belonging,Being and Becoming归属，存在和形成回顾计划实施评估评价评估评价实施计划实施计划确定个体和集体确定个体和集体的目标的目标明确具体的环境，明确具体的环境，内容和评估情况内容和评估情况设计学习经历设计学习经历建立个人理论建立个人理论儿童儿童内容内容环境环境CRICOS No

17、.00213Ja university for theworldrealRPedagogical Leadership教学法引领地位教学法引领地位CRICOS No.00213Ja university for theworldrealRPause and Reflect反思反思When do you engage in reflective practice with colleagues during your day?你何时与同事进行反思性实践？CRICOS No.00213Ja university for theworldrealRFinal Thoughts 结束语结束语 Reflective practice 反思性实践 Look deeper 深入探究