中国学前课程百年发展、变革的历史与思考

发布时间：2018-01-30 09:26

本文关键词： 学前课程学前课程变革学前课程价值取向学前课程内容学前课程实践　出处：《南京师范大学》2003年博士论文　论文类型：学位论文

【摘要】： 本文以纵向的时间发展为线索，把中国学前课程百年的发展、变革大致划分为以下五个阶段：1、学习、模仿日本模式的清末民初学前课程(1903——1918年)；2、旧中国学前课程本土化、科学化的探索(1919——1948年)；3、新中国学前课程的建设与发展(1949——1965年)；4、灾难化阶段(1966——1975年)；5、中国学前课程的进一步发展与完善(1976——2003年)。在此基础上，以中国学前课程百年的几次变革为重心，系统地总结分析了不同历史时期中国学前课程发展与变革的社会文化背景、教育指导思想、学前课程变革理论与实践，并着重从学前课程变革中的学前课程价值取向、学前课程实质、学前课程内容、学前课程计划、变革中的知识观、儿童教育观、国家颁布的学前课程规程等内容的比较中凸现百年来学前课程变革中深层次的特点。从课程制度、学前课程实践、学前课程思想及本土化等的教育背景中通过人物访谈、文献资料以历史与逻辑相统一的方法多角度地分析、评价了每一次变革的内容，从较高的理论层次彰显了中国学前课程百年的发展与变革。基于此分析，我们认为，中国学前课程的发展、变革受各种教育流派的影响，与世界学前教育发展的脉络相关；变革的主线在中外教育文化的交流中不断地进行引进与本土化；学前课程变革受民族文化传统的影响；学前课程百年变革中主流知识观也是嬗变的，经历了从经验主义——理性主义——经验主义——建构主义知识观的变化；学前课程研究范式从封闭走向开放，从预设走向生成，课程意义不断地在动态过程中建构。以史为鉴，可以知兴替。对历史的研究并不是就历史而论历史，我们更应该思考的是在经历历史之后，如何面对既是历史的又是现实的学前课程基本问题更科学、准确地进行定位。所以本文在对历史进行挖掘、梳理、分析、提升的基础上又对学前课程的基本问题：学前课程的价值取向、学前课程内容的构建、学前课程教学活动及学前课程的实施作了新的思考，提出了学前课程的价值取向应做重心的转移：从关注知识转向关注儿童生存的意义；学前课程应以建构儿童的可能生活作为自己的目标；学前课程应促使儿童人格的全面发展。学前课程内容的构建应以儿童作为课程主体为前提，从选择课程知识的两种尺度进行考虑，注意其规定性。学前课程教学活动应走向师幼的交往与对话。学前课程的实施更应强调兴趣、游戏、体验。历史是连续的，，明天是昨天和今天的继续。中国学前课程百年的发展与变革所能给予我们的经验、教训及思考将会对当前及今后中国学前课程的发展具有深远的意义。历史从来都是在反思过程中逐步进入辉煌的。中国学前课程的发展同样如此。
[Abstract]:This article takes the vertical time development as the clue, divides the Chinese preschool curriculum hundred years development, the transformation roughly divides into the following five stages: 1, studies. The pre-school curriculum of the late Qing Dynasty and the early Republic of China imitated the Japanese model from 1903-1918; (2) the localization and scientific exploration of pre-school curriculum in old China from 1919 to 1948; (3) the construction and development of pre-school curriculum in New China from 1949-1965; 4, the disaster stage is 1966-1975; 5. The further development and perfection of preschool curriculum in China from 1976 to 2003. On this basis, the focus is on several changes of Chinese pre-school curriculum in the past hundred years. This paper systematically summarizes and analyzes the social and cultural background, educational guiding ideology, theory and practice of preschool curriculum development and reform in different historical periods in China. And from the pre-school curriculum reform value orientation, pre-school curriculum essence, pre-school curriculum content, pre-school curriculum planning, knowledge in the transformation of the concept of education for children. The comparison of the pre-school curriculum rules promulgated by the state highlights the deep-seated characteristics of the pre-school curriculum reform in the past hundred years, from the curriculum system to the pre-school curriculum practice. In the educational background of the thought of preschool curriculum and localization, the author analyzes the contents of each change by means of the method of unifying history and logic through the interviews of characters. From a higher theoretical level, the development and transformation of pre-school curriculum in China over a hundred years. Based on this analysis, we believe that the development of pre-school curriculum in China, the change is affected by various schools of education. Related to the development of preschool education in the world; The main line of reform is constantly introduced and localized in the exchange of Chinese and foreign educational culture; The reform of preschool curriculum is influenced by national cultural tradition; The concept of mainstream knowledge has also changed during the century-old reform of pre-school curriculum, which has undergone the change from empiricism to rationalism to empiricism and constructivism. The research paradigm of preschool curriculum is from closed to open, from presupposition to generation, and the meaning of curriculum is constantly constructed in the dynamic process. Learning from history, we can learn from it. The study of history is not in terms of history. What we should think about is after going through history. How to face the historical and realistic pre-school curriculum is more scientific and accurate positioning. So this paper excavates, combs and analyzes the history. On the basis of the promotion of the basic problems of pre-school curriculum: the value orientation of pre-school curriculum, the construction of pre-school curriculum content, pre-school curriculum teaching activities and the implementation of pre-school curriculum made a new thinking. This paper points out that the value orientation of preschool curriculum should be shifted from knowledge to child survival; The goal of preschool curriculum should be to construct the possible life of children; Preschool curriculum should promote the all-round development of children's personality. The construction of preschool curriculum content should take children as the subject of curriculum and consider from the two scales of choosing curriculum knowledge. Attention should be paid to its stipulation. The teaching activities of preschool curriculum should be oriented towards the communication and dialogue between teachers and children. The implementation of pre-school curriculum should emphasize interest, play and experience. History is continuous, tomorrow is the continuation of yesterday and today. The century-old development and reform of pre-school curriculum in China can give us experience. Lessons and thinking will be of great significance to the development of preschool curriculum in China. History has never been brilliant in the process of reflection. So has the development of preschool courses in China.
【学位授予单位】：南京师范大学
【学位级别】：博士
【学位授予年份】：2003
【分类号】：G619.2

【引证文献】