论民国时期学前教育中国化的政策表现  

On the Policy Performance of Preschool Education in the Republic of China

作　　者：宋立会[1] 宗树兴 SONG Li-hui;ZONG Shu-xing(School of Education, Hebei University;Hebei Education Publicity Center)

机构地区：[1]河北大学教育学院,河北保定071002 [2]河北省教育宣传中心,河北石家庄050051

出　　处：《教育理论与实践》2018年第13期24-28,共5页Theory and Practice of Education

基　　金：河北省教育科学研究"十三五"规划课题"新时期我国学前教育立法研究"(课题编号:1603054)的阶段性研究成果

摘　　要：民国时期,学前教育中国化是其政策制定的基本方向。这一过程主要发生在民国中后期,是在学前教育政策师从日本受到批判以及师从欧美受到质疑之后,一些学者、社会团体和政策制定者在实验、争论、思考和建构中实现的。民国时期,学前教育中国化在政策制定上表现在中国化的学前教育政策体系的形成、中国化的现代学前教育性质的明确、博采诸国所长以及对当时国情的充分考虑、对世界发达国家学前教育政策制定经验的汲取、对中国文化传统的合理承继等方面。During the period of the republic of China, the Chinese style of preschool education is the basic direction of policy formulation. This process is mainly occurred in the later period of the republic of China. The preschool education policy has been questioned after learning from Japan, and it has been criticized after learning from Europe and the United States. Some scholars, social organizations and policy makers realized this process by experimenting, debating, thinking and construction. The Chinese preschool education policy system is main performance four aspects ：forming the Chinese preschool education policy system;defining the nature of the Chinese modern preschool education;borrowing the advantages of other countries;inheriting the Chinese cultural tradition, and SO on.

关 键 词：民国时期 学前教育政策 中国化 学前教育政策体系 学前教育性质 

分 类 号：G40-011.8[文化科学—教育学原理]