从“学徒困境”到“本土创生”:中国学前教育理论价值演进历程与转向  

From“Apprenticeship Dilemma”to“Local Creation”:The Evolution and Turning of the Value of Chinese Preschool Education Theory

作　　者：刘小红 杨晓萍[2] LIU Xiaohong;YANG Xiaoping(School of Educational Sciences,Chongqing Normal University,Chongqing 401331,China;Faculty of Education,Southwest University,Chongqing 400715,China)

机构地区：[1]重庆师范大学教育科学学院,重庆400715 [2]西南大学教育学部,重庆400715

出　　处：《西南大学学报（社会科学版）》2023年第2期215-227,共13页Journal of Southwest University(Social Sciences Edition)

基　　金：教育部人文社会科学研究青年基金项目“新中国成立70周年学前教育发展的历史阶段与经验特征研究”(20XJC880005),项目负责人:刘小红;重庆市教育科学规划课题“公益·普惠·优质取向的学前教育评价指标体系研究”(2019-GX-024),项目负责人:刘小红。

摘　　要：历经百余年发展,中国学前教育事业发展取得了伟大成就,但理论发展从价值属性上看,或直接引进、或借鉴国外理论,本土原创性不足。本文基于理论的价值属性视角,采取系统史学分析方法,考察了中国学前教育理论百余年来“夷技为用”“取法美国”“全面学习苏联”“西式现代化”的价值演进历程,提出中国学前教育原创理论不足的可能性原因在于学界文化主体性的消减、教育过度依赖政治主导意识形态下学统不立,以及传统本土化方法论取向和路径的偏差。总结教育史上中国学前教育理论三次本土探索经验和新时代为其提供的转向契机,提出彻底走出“学徒困境”的关键在于中国特色学前教育学术话语的重塑。这需要研究群体加强历史意识,立足传统文化梳理中国儿童教育思想的核心概念和理论命题;加强实验意识,根植幼儿教育实践探寻中国学前教育理论的本土生长点;加强方法意识,基于马克思主义总体方法论构建中国特色学前教育话语体系。After more than a hundred years of development,China’s preschool education has made great achievements.However,from the perspective of value attributes,the theoretical development was made either by directly introduces or draws on foreign theories,and the local originality is insufficient.Based on the perspective of value attribute of theories,this paper adopts the method of systematic historical analysis to investigate the value evolution process of“using foreign technology”,“learning from the United States”,“learning from the Soviet Union in an all-round way”,and“Western modernization”.It is proposed that the possible reasons for the lack of original theory of preschool education in China lie in the reduction of cultural subjectivity in the academic circle,the excessive dependence of education on the academic tradition under the political dominant ideology and the deviation of the methodological orientation and path of development localization.Summarizing the experiences of three local explorations of Chinese preschool education theory in the history of education and the opportunities for transformation provided by the new era,it is suggested that the key to completely break out of the“apprenticeship dilemma”lies in the reshaping of the academic discourse of education with Chinese characteristics.This requires the academic community to strengthen historical awareness,sort out the core concepts and theoretical propositions of Chinese children’s educational thought based on traditional culture;strengthen the experimental consciousness rooted in educational practice to explore the local growth point of Chinese educational theory;strengthen the consciousness of methods and construct the discourse system of preschool education with Chinese characteristics based on the Marxist overall methodology.

关 键 词：学前教育理论 学徒困境 历史溯源 中国特色话语体系 

分 类 号：G610[文化科学—学前教育学]