20世纪上半叶中国学前教育学学科建设的回顾与审思  

Review and Reflection on the Construction of the Discipline of Preschool Education in China in the First Half of the 20th Century

作　　者：王福兰[1] WANG Fu-lan(School of Education Science,Shanxi University)

机构地区：[1]山西大学教育科学学院,山西太原030006

出　　处：《教育理论与实践》2025年第4期10-15,共6页Theory and Practice of Education

基　　金：全国教育科学“十三五”规划2020年度教育部重点课题“20世纪上半叶中国学前教育学学科发展研究”(课题编号:D0A200296)的阶段性研究成果。

摘　　要：20世纪上半叶,中国学前教育学学科建设经历了引进阶段和中国化探索阶段。在此期间,学前教育学学科建设有了很大的进展,出现了专门的师资培养机构,有了最初的课程体系设置,出版了学前教育学的著作和教材,初步构建了学前教育学内容体系,创设了最初的学前教育学术团体和学术期刊。师范教育的发展促成了学科体系的初建,理论的不断探索推进了学术体系的推进,学前教育实践形成了最初话语体系的源泉,学前教育学的三大体系包括学科体系、学术体系和话语体系的建设已取得初步进展。The construction of the discipline of preschool education in China in the first half of the 20th century went through the stages of introduction and exploration of sinicization.During this period,the construction of the discipline of preschool education has made great progress,with the emergence of specialized teacher training institutions,the initial curriculum system,the publication of books and textbooks on preschool education,the initial construction of the content system of preschool education,and the creation of the initial academic societies and academic journals on preschool education.The development of teacher education contributed to the initial construction of the disciplinary system,the continuous exploration of theory advanced the academic system,the practice of preschool education formed the source of the initial discourse system.And the construction of the three major systems of preschool education,including the disciplinary system,the academic system,and the discourse system,has made initial progress.

关 键 词：中国学前教育学 学科建设 学科体系 学术体系 话语体系 

分 类 号：G521[文化科学—教育学]