从实用走向自由——20世纪中期美国学前课程的变革过程

On the Middle 20th Century American Preschool Curriculum Reform

美国20世纪30至60年代是一个处于大转折的动荡时期,以精神分析心理学为理论背景,深受英国保育学校的影响,这时期的美国学前课程开始全面关注儿童情感的发展,强调儿童个体潜能的发挥和自我表现。20世纪40、50年代出现为将来学业做准备的"阅读指导课",可被视为主情主义时代的一股逆流,它预示了美国学前课程的发展方向。总体来说,此次课程变革的发展趋势是从实用走向自由,具体表现在课程价值取向从"社会本位"走向"个人本位";课程目标从"行为目标""生成性目标"走向"表现性目标";课程设计从"问题中心"走向"儿童中心"等方面。

The mid-20th century American preschool curriculum reform occurred in the period of transition and turbulence. Psychoanalytic psychology was the theoretical basis for the curriculum reform that was influenced deeply by the nursery school curriculum of England. During this period, American preschool curriculum paid more attention to children＇s emotional development, potential achievement and self- expression.