民国时期（1912-1937）学前教育课程研究

发布时间：2018-01-07 13:01

本文关键词：民国时期（1912-1937）学前教育课程研究　出处：《河北大学》2007年硕士论文　论文类型：学位论文

【摘要】： 民国时期的学前教育课程改革运动在中国学前教育发展史上写下了华彩乐章。轰轰烈烈的改革运动不但使学前教育课程体系摆脱了传统封建教育的束缚,而且一改民初盲目照搬照抄、机械模仿外国模式的学前教育课程现状。改革所收获的理论与实践成果甚至在当代幼教课程体系中仍有体现,并对当代的学前教育课程改革产生着重要影响,其成败的经验与教训非常值得我们借鉴。本文从变革的影响因素、变革的进程、变革的特点以及变革对当代学前教育课程改革的启示等方面对民国时期(1912——1937)学前教育课程的发展与变迁进行了细致深入的分析,重点研究了课程变迁的进程。民国时期学前教育课程体系的变迁可分为两个大的阶段：第一阶段为学前教育课程体系初步建立阶段(1912—1926)；第二阶段为中国化、科学化学前教育课程体系的形成阶段(1927—1937)。其中第一阶段又分为两个分阶段：其一是民国早期的学日本阶段(1912—1919)；其二是“五四”新文化运动后的学欧美阶段(1919—1926)。而中国化、科学化学前教育课程体系的形成是一个不断反思与调整的过程,既有理论的建构也有实践的探索。本文从理论与实践角度对每一个阶段学前教育课程的发展都从体制、课程宗旨、内容、教法与特点等几个方面加以分析阐述,籍此理清民国时期学前教育课程体系发展的脉络,揭示学前教育课程改革的影响因素,以便为中国当前的学前教育课程改革提供借鉴与指导。
[Abstract]:The pre-school curriculum reform movement in the Republic of China wrote colorful movement in the history of preschool education in China. The vigorous reform movement not only made the preschool education curriculum system get rid of the shackles of traditional feudal education. And a blind copy at the beginning of the Republic of China, mechanical imitation of foreign models of preschool education curriculum status quo. The theoretical and practical results gained from the reform are still reflected in the contemporary curriculum system of preschool education. And it has an important influence on the reform of preschool education curriculum, and the experience and lessons of its success and failure are very worthy of our reference. This article from the impact of the factors of change, the process of change. The characteristics of the reform and its enlightenment to the reform of the preschool education curriculum in the Republic of China (1912-1937) are analyzed in detail and deeply. The change of preschool education curriculum system in the Republic of China can be divided into two major stages: the first stage is the initial stage of pre-school education curriculum system (1912-1926); The second stage is Sinicization. The forming stage of scientific preschool education curriculum system is 1927-19377.The first stage is divided into two stages: one is the stage of learning from Japan in the early period of the Republic of China (1912-1919); The second is the stage of studying Europe and America after the May 4th New Culture Movement 1919-1926.However, the formation of scientific pre-school education curriculum system in China is a process of continuous reflection and adjustment. From the perspective of theory and practice, the development of preschool education curriculum in each stage is analyzed from the aspects of system, course aim, content, teaching method and characteristics. In order to provide reference and guidance for the current preschool education curriculum reform in China, this paper clarifies the context of the development of pre-school education curriculum system in the Republic of China, and reveals the influencing factors of pre-school education curriculum reform.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G619.29

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