张宗麟南京鼓楼幼稚园课程试验述论  

Commentary of Zhang Zonglin’s Curriculum Experiment in Nanjing Gulou Kindergarten

作　　者：喻本伐[1] 张汶军[1] Yu Benfa;Zhang Wenjun(School of Education of Central China Normal University)

机构地区：[1]华中师范大学教育学院

出　　处：《教育史研究》2023年第4期152-161,共10页Educational History Studies

摘　　要：20世纪20年代后半期,陈鹤琴主持办理南京鼓楼幼稚园,开启了学前教育中国化之端绪。中国化的显著标识,便是该园通过张宗麟主持的课程试验。张宗麟课程试验确立了一套更加符合中国儿童的课程体系,课程试验的目的定位于民族性和平民化,并力求通过实验这一方法来探索和达成;课程试验的过程,历经散漫期、论理组织期、设计组织期和深入扩展期四个阶段,每一个阶段都有所创新和扬弃;课程试验的成果则是打破了模仿日本、欧洲或者美国幼稚园课程模式的陈规,为《幼稚园课程暂行标准》和《幼稚园课程标准》的制定和颁行提供了坚实的依据。为促进现今的幼教研究者和工作者在幼教实验方面取得新的进展,有必要再次强调张宗麟在中国幼儿教育发展史上的历史地位。In the late 1920s,Chen Heqin opened Nanjing Gulou Kindergarten,starting the localization of preschool education in China.The remarkable sign of localization is the curriculum experiment that is more in line with Chinese children by Zhang Zonglin which is meant to be national and civilian.The experiment has gone through four stages:loose period,theoretical organization period,design organization period and in-depth expansion period,and each stage has innovation and sublation.Its result breaks the stereotype of imitating the kindergarten curriculum model in Japan,Europe or the United States,and provides solid basis for the formulation and promulgation of kindergarten curriculum standards.In order to help preschool educational researchers and workers,it is necessary to emphasize Zhang’s contribution to preschool education development in China.

关 键 词：张宗麟 南京鼓楼幼稚园 课程试验 

分 类 号：G61[文化科学—学前教育学]