中国学前教育学源流考述及反思

Development of Chinese Pre-school Pedagogy:Textual Research and Reflection

自清末始,我国对学龄前儿童的教育历经了“蒙学”“幼儿教育”“学前教育”的称谓变化,走过了从家养到公育、由3~6岁至0~6岁的内涵演变历程。“学前教育”和“幼儿教育”的关系经历了包含到等同再到包含的过程,“学前教育学”的所指也随之变化。我国学前教育学作为高等教育专业起源于1916年国立北京女子高师保姆讲习科;作为研究生教育学科首创于1984年北京师范大学学前教育专业;作为教学科目,可以追溯至1928年《幼稚教育概论》的出版;作为科学的研究领域,以1909年《论幼稚园之原理》的刊出为诞生标志。当前我国学前教育学话语体系混乱、研究范畴不明确的问题值得深思,学前教育学亟需厘清学科边界,促进学科人才队伍建设,冲破学科被“双重殖民”的困局,实现学科知识的合理合法生产。

Since the end of the Qing Dynasty,the education of preschool children in China has gone through the changes in terms of"enlightenment education","early childhood education"and"pre-school education",and has gone through the connotation evolution from domestic to public education and from 3~6 years old to 0~6 years old.The relationship between"preschool education"and"early childhood education"has gone through the process of inclusion,identity and inclusion again,and the meaning of"preschool pedagogy"has also changed.As a major of higher education,preschool education in China originated from the Nanny Training Department of Beijing Women's Higher Normal College(BWHNC)in 1916.As a graduate education discipline,it was first established in 1984 in the preschool education major of Beijing Normal University.As a teaching subject,dating back to 1928,introduction to Childish Education was published;As a scientific research field,it was marked by the publication of"The Principles of Kindergarten"in 1909.At present,the disordered discourse system and unclear research category of preschool education in China are worth pondering.It is urgent for researchers to clarify disciplinary boundaries,promote the construction of disciplinary talents,break through the dilemma of subject being"double colonized",and realize the reasonable and legal production of disciplinary knowledge.