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文学故事是“叙事性整合课程”主题的切入点,也是课程构建与发展的载体。它有机地把各领域之间的知识经验联系在一起,合理地处理课程的“预成”与“生成”之间的关系。“叙事性整合课程”中的“预成”体现了教师在课程构建中的主导作用。一方面,教师根据儿童年龄、发展特点以及儿童可能达到的目标,选择适宜的文学故事;另一方面,
Literary stories are the starting point of the theme of “Narrative Integration Course” and also the carrier of curriculum construction and development. It organically links together knowledge experiences in various fields and reasonably deals with the relationship between “pre-formation” and “creation” of the course. “Pre-formation” in “narrative integration curriculum” reflects the teacher’s leading role in curriculum construction. On the one hand, teachers choose appropriate literary stories based on the age of children, their developmental characteristics and the goals that children may achieve; on the other hand,