1996～2006年我国学前教育领域关于“课程”选题的研究状况及分析——基于三所高校硕士、博士学位论文的研究

An Analysis of Research Condition Concerning Curriculum of Preschool Education in China from 1996～2006——based on the analysis of masters and doctors' theses of preschool education in three normal universities

本文采用内容分析法，在对1996～2006年间南京师范大学、华东师范大学和北京师范大学三所高校学前教育专业的273篇硕士、博士学位论文进行分析的基础上，就其中有关幼儿园课程这一选题的48篇论文进行了深入分析，结果表明：近10年幼儿园课程研究总体上呈现波动中上升的态势，2000年后研究者对此愈加关注；研究具体内容涉及教学活动与反思、课程元研究、课程设计、课程与教师、园本课程开发、课程整合、潜课程等主题，其中对教学与反思的研究数量最多；2002年以后研究者在课程研究中不断生发出新的问题，一定程度上反映了由关注课程本身到关注影响课程的相关因素，由关注国家课程到关注幼儿园园本课程，由关注单领域的课程到关注课程整合等研究取向上的变化；从研究方法看，课程研究中运用最多的是质的方法，其次是思辨法，量的方法运用最少。

In the paper, the authors adopt the method of content analysis to analyze 273 Masters and Doctors＇ theses from Nanjing Normal University, East China Normal University and Beijing Normal University （1996-2006）. By focusing on 48 theses about ＂curriculum of preschool education＂, the researchers conclude： Firstly the number of curriculum researches was increasing year after year in the period of 11 years; Secondly, curriculum researches could be divided into seven sorts, such as ＂ lesson and reflection＂＂study for curriculum theory and history＂ ＂plan of curriculum program＂ ＂relationship between curriculum and teacher＂ ＂kindergarten- based curriculum＂＂curriculum integration＂and ＂hidden curriculum＂.The first three sorts related to basic topics of curriculum account for 80 percent of all researches; Thirdly, there are three changes in curriculum study after 2002 from abstract curriculum theory to concrete factors related to curriculum, national curriculum to preschool-based curriculum and single field curriculum to curriculum integration; Finally, qualitative method and philosophical method were more often applied in curriculum study but quantitative method less applied.