助力幼儿园课程制度优化的上海教研行动——基于上海市提升幼儿园课程领导力项目的实践  

Shanghai’s Educational Action Research:Optimizing Kindergarten Curriculum Systems-Based on the Shanghai Project to Enhance Kindergarten Curriculum Leadership

作　　者：贺蓉[1] HE Rong(Shanghai Teacher Institute/Teaching and Research Section of Shanghai Municipal Education Commission,Shanghai 200041 China)

机构地区：[1]上海市教师教育学院/上海市教育委员会教学研究室,上海200041

出　　处：《学前教育研究》2025年第3期80-86,共7页Studies in Early Childhood Education

摘　　要：幼儿园课程制度作为幼儿园课程实施中共同遵循的价值规范与行动准则,是幼儿园课程改革深度推进的核心,是提升幼儿园课程领导力的关键。基于十五年来上海市提升幼儿园课程领导力行动研究项目的实践探索,本研究指出了幼儿园课程制度的困境,确立相信教师是幼儿园课程实施的根本立场,总结了聚焦幼儿发展的一日生活中观察和倾听制度、帮助感知教师课程实施状态的调研制度、基于实证促进深度对话与反思的教研制度、以教师为主的班级课程实施质量自评制度、基于教师的协商式专业研修与发展支持制度等幼儿园典型课程制度,为幼儿园教师聚焦幼儿发展、自主自信实施课程创造出心理空间与实践条件。The kindergarten curriculum system,as common value norms and action guidelines to be followed in kindergarten curriculum practices,is the core for the in-depth advancement of kindergarten curriculum reform and the key to enhancing kindergarten curriculum leadership.Over the past 15 years,based on the practical exploration of the action research project for enhancing kindergarten curriculum leadership in Shanghai,this study points out the dilemmas of the kindergarten curriculum system,establishes the fundamental position of believing in teachers in kindergarten curriculum practices,and summarizes typical kindergarten curriculum systems.These systems create a psychological space and practical conditions for kindergarten teachers to focus on children’s development and implement the curriculum autonomously and confidently.

关 键 词：课程制度 幼儿园 课程领导力 行动研究 

分 类 号：G61[文化科学—学前教育学]