试论美国博物馆幼儿园及其对中国的启示——以教育生态学为视角

Exploring American Museum Kindergarten and its Enlightenment to China:From the Perspective of Ecology of Education

20世纪50年代起,博物馆开始主动服务社会并在理论和实践上取得了重大发展。世纪之交,受教育生态学的驱动,美国博物馆不再把自己视为正规教育的补充或辅助,而定位成"直接的教育机构"。在这一背景下,博物馆幼儿园在美国诞生。通过对这一概念进行界定和分类,发现其在指导思想、核心内容和基本保障等方面为我们提供了经验,而且在构建早教生态系统中发挥了作用。这种跨界融合的教育创新对我国早教具有重要启示。

Since the 1950 s, the museum has taken the initiative to serve the society and has achieved significant development. The theory and practice have undergone tremendous changes, especially the leap in education. The current function of the museum is "education first". At the turn of the 21 st century, American museums no longer position themselves as supplements or supplements to formal education, but rather as "direct areas of education." In this context, the museum kindergarten was born. This paper attempts to reveal its experience in guiding thoughts, core content and basic guarantees based on the concept definition and classification of the Museum kindergarten, and then explore its role in building an educational ecosystem. The role of this kind of cross-border integration of educational innovations has implications for China’s educational practice.