我国“幼儿园课程”的概念史考察  

A Study on Conceptual History of“Kindergarten Curriculum”in China

作　　者：蒋雅俊 JIANG Yajun(Faculty of Education,East China Normal University,Shanghai 200062 China)

机构地区：[1]华东师范大学教育学部,上海200062

出　　处：《学前教育研究》2023年第12期27-35,共9页Studies in Early Childhood Education

摘　　要：清末以来,官方、学术界及实践领域对“幼儿园课程”概念的理解,发生如下变迁:课程目标从获得知识到促进儿童健康成长;课程内容从相互孤立、学科化到综合化、整体化、生活化;课程实施从灌输注入式到以游戏为基本活动,创造性地采用多种方法;课程编制从高预成、高计划到园本化、个性化,并具有生成性、灵活性。幼儿园课程概念的变迁是幼儿园课程理论与实践相互促进、相互建构的过程。官方的、学术的课程概念最终要在实践层面被认识、被理解,方能被践行。前瞻未来,在“以儿童为本位”的基本价值取向的引领下,幼儿园课程必将向着更“儿童”的方向发展。Since Late Qing Dynasty,the understanding of the concept of“kindergarten curriculum”among the official and the academic as well as the practical areas has undergone the following changes:the goal of the curriculum has changed from acquiring knowledge to promoting the healthy growth of children;the content of the curriculum has changed from mutual isolation and discipline to integration,wholeness and life-orientedness;curriculum implementation ranges from indoctrination to play-based activities as well as creatively employing a variety of approaches;the curriculum is developed from high pre-completion,high planning to kindergarten-based,personalized,and with generation and flexibility.The change of kindergarten curriculum concept is a process of mutual promotion and construction between kindergarten curriculum theory and practice.Official,academic curriculum concepts must ultimately be recognized and understood at the practical level before they can be put into practice.Looking forward to the future,under the guidance of the basic value orientation of“child-centeredness”,the kindergarten curriculum will surely develop in a more“child”direction.

关 键 词：幼儿园课程 学前课程 课程概念 概念史 

分 类 号：G612[文化科学—学前教育学]