[1]虞永平 张 帅.从模仿借鉴到规范创新——新中国成立70年来幼儿园课程的发展[J].南京师大学报(社会科学版),2019,(06):034-48.
　YU Yongping,ZHANG Shuai.The Development of China’s Kindergarten Curriculum overthe 70 Years since 1949: From Borrowing and Learning toStandardization and Innovation[J].Journal of Nanjing Normal University (Social Science Edition),2019,(06):034-48.
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从模仿借鉴到规范创新——新中国成立70年来幼儿园课程的发展
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《南京师大学报》（社会科学版）[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2019年06期
页码:
034-48
栏目:
教育学研究
出版日期:
2019-11-25

文章信息/Info

Title:
The Development of China’s Kindergarten Curriculum overthe 70 Years since 1949: From Borrowing and Learning toStandardization and Innovation
作者:
虞永平 张 帅
南京师范大学教育科学学院（南京 210097）
Author(s):
YU Yongping;  ZHANG Shuai
关键词:
新中国成立70 年; 幼儿园课程; 改革与发展; 生活化游戏化a
Keywords:
70 years since 1949;  kindergarten curriculum;  reform and development;  life-enriching educationbased on games
摘要:
新中国成立70 年来，我国的幼儿园课程经历了从模仿借鉴到规范创新的发展历程。幼儿园课程概念从消失到回归，内涵也不断发生变化，体现了不同时期秉持的不同的课程理念，也说明了幼儿园教育改革的必要性和重要性。20 世纪五六十年代，我国幼儿园课程经历了从“仿苏”到偏离“苏联轨道”的过程，确立了学科课程与分科教学模式。改革开放以来，幼儿园课程进入了恢复与改革期，幼儿园课程开始由统一化走向多元化、自主化。自20 世纪90 年代以来，幼儿园课程进入规范和创新发展时期，多种多样的课程实践模式不断涌现。21 世纪以来，在多学科的理论观照下，幼儿园课程呈现出创新变革的新局面。70 年来，幼儿园课程建设和发展的事实表明，生活化、游戏化和整体性在幼儿园课程中或远离或趋近，但一直是幼儿园课程研究绕不开的基本课题。
Abstract:
China’s kindergarten curriculum has undergone a shift from borrowing and learning tostandardization and innovation since the founding of the People’s Republic of China in 1949. The conceptof curriculum, which had once disappeared in China’s policy discourse for a period of time, has undergoneconstant changes in its content. These changes indicate that we have different understandings of curriculumin different periods and that it is necessary and important to reform kindergarten education. In the 1950sand 1960s, China’s kindergarten curriculum first followed the Soviet pattern and then became independentfrom it by basically establishing subject courses and teaching the kids different subjects accordingly. Afterthe inception of reform and opening up in 1978, the kindergarten curriculum entered a stage of reformand adjustment: the implementation of a unified plan began to be replaced by plural curricula and teacherswere given more autonomy. In the 1990s, the development of kindergarten curriculum entered a period ofstandardization and innovation which has witnessed a continuous emergence of various mode of practicein kindergarten education. Since the turn of this century, informed by theoretical achievements in differentdisciplines, China’s kindergarten curriculum has embraced a new round of innovation and reform. China’sdevelopment in kindergarten curriculum over the past 70 years shows that despite twists and turns, the pursuitof a comprehensive education based on life-enriching games has always been the basic issue in the research onthe kindergarten curriculum.

相似文献/References:

[1]刘希刚.中国共产党追求人与自然和谐历程中的思想成果[J].南京师大学报(社会科学版),2019,(04):091.
　LIU Xigang.The Ideological Achievements in the Course of Pursuing Harmonybetween Man and Nature by the CPC[J].Journal of Nanjing Normal University (Social Science Edition),2019,(06):091.

备注/Memo

备注/Memo:
虞永平，教育学博士，南京师范大学教育科学学院教授、博士生导师，中国学前教育研究会理事长（南京 210097）；张帅，南京师范大学教育科学学院博士研究生（南京210097）。
YU Yongping, PhD in Education and President of China National Society of EarlyChildhood Education, is Professor and PhD Supervisor at School of Education Sciences, Nanjing NormalUniversity (Nanjing 210097); ZHANG Shuai, PhD Candidate at School of Education Sciences, NanjingNormal University (Nanjing 210097).
更新日期/Last Update: 2019-11-25