国际视野下的学前教育课程发展  

International Perspectives on Preschool Education Curriculum Development

作　　者：瓦西里奥斯·伊曼努埃尔·菲纳克思 胡亿军[2] 张虹[3] Wassilios Emmanuel Fthenakis;Translated by Hu Yijun;Zhang Honga(Germany Institute for Early Childhood Education Research, Bavaria, Munich;Institute for China German Education Research, Zhejiang International Studies University, Hangzhou, 310012;Early Childhood Education Editorial Department, Hangzhou College for Kindergarten Teachers, Zhejiang Normal University, Hangzhou, 310012)

机构地区：[1]德国巴伐利亚学前教育研究所,慕尼黑 [2]浙江外国语学院德国研究中心,杭州310012 [3]浙江师范大学杭州幼儿师范学院《幼儿教育》编辑部,杭州310012

出　　处：《幼儿教育（教育科学）》2017年第11期3-10,24,共9页Early Childhood Education(Educational Sciences)

摘　　要：自上世纪90年代开始，世界各国政府对本国学前教育课程发展的影响越来越大。以现代建构主义“自我发展”儿童观为指导的第一代学前教育课程慢慢被以后现代社会建构主义“合作建构”儿童观为指导的第二代学前教育课程所取代。第二代学前教育课程强调异质性所具有的意义、强调学习和教育是一个社会过程、强调从开端开始强化儿童的素养。这些体现的是后现代的特征。对异质性的理解和应对、主张强化儿童的强项、强调以评估保证教育的高质量等则体现了第二代课程的基本特点。Governments around the world have increasingly affected their preschool education curriculum development since the 1990s. The first generation of preschool education curriculum guided by the self-development view of children in modern constructivism has been gradually replaced by the second generation of preschool education curriculum guided by the cooperative constructivism view of children in postmodern social constructivism. The second generation of preschool education curriculum emphasizes that heterogeneity is meaningful, learning and education are considered as a social process, and children＇s literacy should be strengthened from the beginning. All of the above reflect the postmodem characteristics. The basic features of the second generation curriculum reflect in understanding and response to heterogeneity, the advocacy for the improvement of the children＇s strengths, and the emphasis on assessment to guarantee the high quality of education.

关 键 词：学前教育 课程 后现代 异质性 合作建构 

分 类 号：G610[文化科学—学前教育学]