幼儿园课程治理的区域推进理路  

Regional Promotion Approaches for Kindergarten Curriculum Governance

作　　者：杨雄 詹露 杨晓萍[1] YANG Xiong;ZHAN Lu;YANG Xiaoping(Faculty of Education,Southwest University,Chongqing 400715 China)

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《学前教育研究》2025年第3期39-46,共8页Studies in Early Childhood Education

基　　金：全国教育科学规划2023年教育部重点课题“高质量发展背景下幼儿园课程融合育人的生态链机制研究”(课题编号:DHA230400);2022年度重庆市社会科学规划课题“幼儿园科学保教中国化实践的百年改革探索”(项目编号:2022PY65)。

摘　　要：教育治理体系现代化背景下的幼儿园课程亟须从单一的管理视角向多维立体的治理视角转变。区域推进是教育迈向优质、均衡发展的关键手段,探讨幼儿园课程建设的区域推进理路旨在以整体思维推进我国幼儿园课程体系的高质量发展。当前我国幼儿园课程的区域治理存在治理意识薄弱、治理主体单一、治理权力分散、治理方式僵化以及治理成效不明显等问题。区域推进幼儿园课程建设应从课程的整体规划、主体参与、权责分工、推进方式以及资源配置等方面着手,建构立体化的治理体系。Under the modernization of the educational governance system,kindergarten curriculum urgently needs to shift from a singular management perspective to a multidimensional governance perspective.Regional promotion serves as a critical means to advance high-quality and balanced educational development.Exploring regional promotion approaches for kindergarten curriculum construction aims to drive the high-quality development of China’s kindergarten curriculum system through holistic thinking.Current challenges in regional governance of kindergarten curriculum include weak governance awareness,singular governance entities,fragmented governance authority,rigid governance methods,and insufficient governance effectiveness.To address these issues,regional promotion of kindergarten curriculum development should focus on integrated curriculum planning,multi-stakeholder participation,clarification of responsibilities and power distribution,innovative implementation strategies,and optimized resource allocation,thereby establishing a multidimensional governance system.

关 键 词：幼儿园课程 课程治理 区域治理 

分 类 号：G61[文化科学—学前教育学]