近代中国幼儿教师培养课程的变迁与启示

Transformation and Enlightenment of Preschool Teacher Training Curriculum in Modern China

近代中国幼儿教师培养课程历经了曲折的发展过程。清末,幼儿教师培养课程由传教士引进,并在清政府出台相关法规后逐步确立;民国初年至五四新文化运动时期,幼儿师范教育进入新的发展阶段,幼儿教师培养课程获得制度保障;五四新文化运动至南京国民政府时期,幼儿教师培养课程几经调整后逐步完善。近代中国幼儿教师培养课程变迁呈现如下特点:课程体系从外国化趋向本土化;课程地位从依附走向独立;课程目标从封建保守迈向民主科学;课程内容从分散倾向统一;课程结构从单一化转向多样化。幼儿教师培养课程变迁促进了幼儿教育中国化的发展,为近代中国培养了一批专业幼儿教育人才,积累了幼儿教师培养课程的有益经验。新时代幼儿教师培养课程改革应与时俱进,注重课程体系的结构性,凸显课程内容的专业性,强化课程实施的实践性。

Modern Chinese preschool teacher training curriculum has experienced a tortuous process of development.In the late Qing Dynasty,the preschool teacher training curriculum was introduced by missionaries and gradually established after the Qing government issued relevant laws and regulations.From the beginning of the Republic of China to the May 4th New Culture Movement,preschool teacher education entered a new stage of development,and the training courses for preschool teachers were guaranteed by the system.From the May 4th New Culture Movement to the Nanjing National Government,the preschool teacher training curriculum was gradually improved after several adjustments.The changes of the curriculum of preschool teacher training in modern China show the following characteristics:the curriculum system tends to be localization from foreignization;Curriculum status from dependence to independence;The goal of the curriculum is to move from feudal conservatism to democratic science;The curriculum content from the scattered tendency unification;The curriculum structure has changed from simple to diversified.The change of preschool teacher training curriculum promotes the development of the sinicization of preschool education,cultivates a number of professional preschool education talents for modern China,and accumulates beneficial experience of preschool teacher training curriculum.The curriculum reform of preschool teacher training in the new era should keep pace with The Times,pay attention to the structure of curriculum system,highlight the professionalism of curriculum content and strengthen the practicality of curriculum implementation.