建国60年来我国学前课程论研究的发展历程和反思

The Developing Course of and Reflections on Chinese Preschool Curriculum Theory Research during the Past 60 Years since the Founding of PRC

新中国成立60年来，我国学前课程论研究经历了数个发展阶段，学前课程论的一些基本问题得到了较深入的探讨，学前课程论的学科体系基本成型；学前课程论研究与学前教育实践的双向互动加强，学前课程论研究的服务、指导功能凸显；学前课程论研究的国际视野日益拓宽，本土化研究方兴未艾。与此同时，也存在着研究深度不足、研究主体单一、独特性凸显不够和中国化程度不足的问题。

Since the founding of PRC, the research on preschool curriculum theory in China has experienced several stages, some basic issues have been explored and the disciplinary system has been formed. The interactivity between research and practice has been enhanced and the service and instruction functions have became prominent. The international scope in this area is increasingly extending and the local research is flourishing. Meanwhile, problems exist such as insufficiency in research depth, the monotony of research subject, insufficiency in peculiarity and Chinese features.