新中国70年学前教育学科发展回顾与展望  

Review and Prospect of 70 Years’Discipline Development of Preschool Education in New China

作　　者：王福兰[1] Fulan Wang(School of Education Science,Shanxi University,Taiyuan 030006 China)

机构地区：[1]山西大学教育科学学院,太原030006

出　　处：《学前教育研究》2020年第10期77-80,共4页Studies in Early Childhood Education

基　　金：国家社会科学基金“十三五”规划2018年度教育学重点课题“中华人民共和国教育学史”(批准号:AOA180016)。

摘　　要：新中国成立70年以来,我国学前教育学科的发展经历了学科初建(1949~1976年)、学科重建(1977~2000年)、学科稳步发展(2001-2019年)三个阶段,在学科基础、学科性质、学科使命、研究对象、学科体系、研究方法等方面做了持续探索,已经发展成为一个相对完备的学科。今后我国学前教育学科应进一步强化学术意识,提高研究能力,提升学科体系建设水平;加强本土化研究,使学科建设成果更好地服务于教育实践;加强学科队伍建设与国际学术交流,充实和完善学前教育学科体系内容。Since the founding of the People’s Republic of China 70 years ago,the development of the discipline of preschool education in China has gone through three stages:initial subject establishment(1949~1976),subject reconstruction(1977~2000),and subject steady development(2001~2019).After70 years of development,the discipline of preschool education in China has made continuous explorations in research objects,subject nature,subject system,research methods,and has developed into a relatively complete discipline.In the future,we should further strengthen the academic awareness and research ability to enhance the discipline system construction;strengthen localization researches to make the discipline construction of preschool education serve the education practice better;strengthen the construction of research teams to raise the level of subject construction in preschool education;strengthen international academic exchanges to enrich and improve the discipline system of preschool education.

关 键 词：学科发展 学科建设 学前教育学 

分 类 号：G619.2[文化科学—学前教育学]