中华教育改进社在民国幼稚园教育本土化中的作用  

On the Roles of China National Association for the Advancement of Education in the Localization of Kindergarten Education During the Period of Republican China(1912—1949)

作　　者：吴媛媛 WU Yuanyuan(Normal College,Beijing Union University,Beijing 100011 China)

机构地区：[1]北京联合大学师范学院,北京100011

出　　处：《学前教育研究》2022年第11期1-12,共12页Studies in Early Childhood Education

基　　金：教育部人文社会科学研究青年基金项目“民国儿童福利制度研究”(编号:19YJC880097)。

摘　　要：20世纪初我国学前教育出现了照搬照抄外国幼稚园的乱象。为破解这种一味“仪型他国”的困局,中华教育改进社自成立时起,就借助其组织优势着力推进民国幼稚园教育的本土化,采取的具体措施包括:通过年会征集审议幼稚园教育议案,依托年会促使关于幼稚园教育的重大议题得以被公开热议,并由总事务所负责执行议决案;成立3所特约试验学校,通过拨给常年经费等方式支持其依据自身情况开展本土化教育试验;整合各类社会资本,对所取得的本土化经验进行内部互补式推广、区域辐射式推广和全国指导式推广,最终使民国幼稚园教育的本土化水平达到了理论替代型本土化的高度。当前我国学前教育人再次面临着建设“中国特色、中国风格、中国气派”的学前教育使命,作为中国学前教育领域最大的社会组织的中国学前教育研究会可以学习中华教育改进社,优化组织制度,充分发挥年会的本土化问题聚焦功能;建立特约试验幼儿园,探索学前教育本土化问题解决的办法;整合并利用各种社会资本,扩大学前教育本土化经验的交流与推广。The localization of kindergarten education was a realistic problem that needed to be solved in 1920s. China National Association for the Advancement of Education(CNAAE),as one of the most dynamic social organizations at that time,played important roles in the localization. With four annual meetings,did CNAAE guide kindergarten issues to be openly focused and discussed. Through qualitative-quantitative experimental research,did CNAAE set up three special experimental schools and reached the level of theoretical substitution localization. Furthermore,CNAAE completed the internal complementary promotion,regional radiation promotion and national compulsory promotion of the localization experience by integration of its all kinds of social capitals. Such localization process could provide enlightenments for constructing preschool education with “Chinese characteristics,Chinese style and Chinese presence” at present.

关 键 词：中华教育改进社 幼稚园教育 本土化 

分 类 号：G619.29[文化科学—学前教育学] K258[文化科学—教育学]