舞蹈(1)
《舞蹈》是学前教育与小学教育专业的一门选修课程,是属于艺术教育课程的范畴。《舞蹈》课程不仅能培养学生良好的形体、气质与个性,而且能有效地帮助学生掌握舞蹈的有关基本理论、方法和技术,对于从事未来儿童教育领域的实践与理论研究具有深远的意义与价值。
舞蹈课程要求学生掌握肢体舞动的一般规律,涉猎中外丰富而优秀的舞蹈形式与内容,形成艺术美的外在形体与内在气质,并结合学前与小教专业的培养目标,熟悉儿童身心发展的一般规律与特点,能结合幼儿与小学生的身体发展阶段开展丰富多彩的舞蹈教育,为未来人才培养发挥美育的功能与作用。
舞蹈课程主要教学内容涵盖舞蹈基本理论,舞蹈基本训练、中国舞,芭蕾舞、儿童舞蹈、中国民族民间舞(蛤蟆、藏、维、蒙、傣族等)、现代舞等以及舞蹈基本理论与欣赏、儿童舞蹈学习与创编,舞蹈与儿童身心健康发展研究等。舞蹈课程的教学特点理论结合实践,精讲多练,实践性强,要求学习中眼看、耳听、身动、心领、神会,需要调动视听动等多种感觉通道的协调,是知、意、情的高度统一。
舞蹈课程系理论与实践相结合之课程,尤其突出为实践性强,主要采取现场示范、练习强化、表演观摩、课堂讨论、小组交流、实践观摩、模拟试教、现场研磨等教学方法,实现线上线下、校内校外、双师互动、基地实践等立体化教学,使学生能够运用肢体动作作为表现手段,体现良好的舞蹈表现力。学前教育专业的学生主要掌握编创、实施与评析幼儿音乐舞蹈课程,小学教育专业的学生要掌握设计、实施与评析小学生课外音乐、舞蹈教育活动的原则与方法,同时注重幼儿在幼儿园及小学学龄儿童学校生活中融汇舞蹈教育内容,帮助儿童学会发现美、表现美与创造美,同时树立研究意识,能将审美教育、情感教育以及社会性发展有机结合起来,通过实践-反思-再实践,初步研习解决儿童教育整体发展中艺术教育参与的基本问题。
教育原理
一、课程性质
本课程属教育学专业本科生的专业必修课。
二、教学目标
(一)在专业理念上,使学生形成正确的教育理念。在深入理解和掌握教育学原理的系统理论的基础上,使研究生形成正确的教育本质观、教育功能观、教育价值观、教育目的观、学生观、学生发展观、教师发展观、教育知识观、课程观、教学观等。
(二)在专业情感上,使学生形成学习和研究教育理论的情感和志向。通过本课程的教学,使学生明确教育学原理课的学科性质和地位、任务,掌握教育学原理课的学习方法,领会学习教育原理对于学习教师教育专业其他专业课程及对自身的专业发展、学生的发展的意义,从而进一步激发他们热爱教育事业和潜心钻研教育理论、研究教育问题的情感和志向。
(三)在专业知识上,使学生理解和掌握教育学原理课的基本概念和基本理论,为学生奠定较为深厚、扎实的理论基础。本课程学习,学生应重点理解和掌握的概念包括教育学、教育、教育功能、教育目的、培养目标、全面发展、全面发展教育、教育规律、教育原则、教师资格证书制度、教师专业发展、师生关系、教育制度、学校教育制度、学校制度、现代学校制度、课程、课程评价、教学、教学策略、教学评价等;应重点掌握的理论包括教育本质论,影响人的发展的主要因素在人的身心发展中的作用论和学校教育对于人的身心发展的作用论,教育的社会功能论,教育目的论,教育规律论、教育原则论,学生的属性论,学生地位论、学生的年龄特点对教育的制约论,教师专业发展论、师生关系论,现代学校制度的理念与价值取向论,课程论,教学理念和价值论、教学过程论、教学策略论、教学评价论等。
(四)在专业能力上,通过本课程的学习,进一步提高学生的教育教学能力,提高他们运用所学教育学原理知识分析教育现象和研究、解决教育问题的能力。
三、教材
柳海明主编:《现代教育原理》,人民教育出版社,2006年版。
四、教学要求与方法
(一)授课教师在课堂上努力做到运用合理、有效的教学方法,深入浅出地讲授教育学原理的基本概念和基本理论;运用讨论法、谈话法等,启发授课对象积极思维,充分调动授课对象课堂学习的积极性;积极、热情地回应授课对象的学习诉求;
(二)授课教师在课后能通过手机短信、电子邮件、微信等形式,积极与授课对象进行互动、交流;
(三)授课对象在本课程的授课期间能做到不缺课;
(四)授课对象在上课时,能认真听讲、积极思考、主动提问、勇跃参与课堂讨论;
(五)授课对象课后能通过微信等形式与授课教师和同学积极讨论问题,能自觉阅读本课程相关文献。
五、考核方式
闭卷笔试。平时(出勤率+课堂讨论参与度+读书报告)40%,闭卷笔试60%。
六、参考文献(以下只是例举)
(一)柳海民:《教育原理》,东北师范大学出版社,2000。
(二)励雪琴:《教育学是什么》,北京大学出版社,2006。
(三)陈桂生:《教育原理》,华东师范大学出版社,2000。
(四)瞿葆奎主编,丁证霖、瞿葆奎选编:《教育目的》,人民教育出版社,1989。
(五)瞿葆奎:《教育学文集教育与教育学》,人民教育出版社,1993。
(六)瞿葆奎:《教育学文集教育与人的全面发展》,人民教育出版社,1989。
(七)陈桂生:《“教育学视界”辨析》,华东师范大学出版社,1997。
(八)陈桂生:《历史的“教育学现象”透视》,人民教育出版社,1998。(九)联合国教科文组织国际教育发展委员会:《学会生存》,教育科学出版社,1996。
(十)联合国教科文组织总部中文科译:《教育——财富蕴含其中》,教育科学出版,1996。
(十一)联合国教育、科学及文化组织:《反思教育 :向“全球共同利益”的理念转变?》,7, place de Fontenoy, 75352 Paris 07 SP, France,2015。
(另外,同学们可参阅近40年来教育类期刊所涉及的教育本质论、教育结构论、教育功能论、教育目的论、教育价值论、教育主体性论、教育生命、教育现代化论、教育交往论、德育论等学术论文)毕业论文
一、课程性质
本课程属教育学专业本科生的专业选修课。
二、教学目标
增强学生对教育科研重要性的认识,为学生从事教育科学研究和写作较高质量的学年和毕业论文奠定基础。其核心教学内容与基本要求是通过教育科研论文写作原则、方法、文献检索、文献利用、教育科研论文选题确定、提纲拟订、撰写、修改等内容的教学,培养学生从事教育科学研究的基本素质,使学生掌握从事教育学研究的基本知识,对学生进行教育科学研究基本技能训练,锻炼学生运用其所学教育专业知识观察、分析、解决教育问题的能力以及关注教育学学科发展、撰写学年论文、表达学术见解等能力,为学生未来从事教育科研和撰写教育科研论文打下较坚实的基础。
三、教材
陈延斌,张明新:《高校文科科研训练与论文写作指导》,北京:中央编译出版社出版,2004年版。
四、教学方法
(一)讲授。
(二)讨论。
(三)案例分析。
(四)实训。
1、实操搜集文献的各种方法。
2、申报课题和撰写论文或写一篇相关论题的文献综述。
3、做《现代教育论丛》的责任编辑。
4、同学们课后能通过微信等形式与授课教师和选课同学积极讨论问题,能自觉阅读本课程相关文献。
五、考核方法
非闭卷笔试。平时成绩(考勤、课堂讨论参与度、实操搜集文献方法的课堂演示、做《现代教育论丛》责任编辑的文稿校对)占40%,期末成绩(教育科研课题申报书和论文撰写)占60%。
六、参考文献
学前教育概论
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