从编制到理解:我国幼儿园课程改革40年回顾与展望

From Construction to Comprehension:Retrospect and Prospect of 40 Years of Early Childhood Curriculum Reform in China

改革开放40年来,我国幼儿园课程改革从20世纪七八十年代新时期新开局到整体推进、全面深化,最终迎来新世纪新契机,始终以自上而下与自下而上相互推动、理论研究与实践探索齐头并进的方式展开,基本确立了"以儿童发展为本"、为终身教育奠基的课程框架,带来了教学方法与学习方式的深层变革,建立起教师专业发展长效机制,表现出鲜明时代特征。破解当前困扰我国幼儿园课程改革的系列难题,需要认真反思我国幼儿园课程改革历史,廓清课程改革的文化历史语境,健全幼儿园课程管理体系,发挥地方课程管理的中介作用,在理论与实践阵营之间重建互惠关系,以中层理论提升课程实践智慧,在儿童发展、课程教学、政策评估三位一体的系统中重构幼儿园课程教学理论体系,实现从编制到理解的课程范式转换。

In the past 40 years of reform and opening-up,early childhood curriculum in China has been undergoing the reform process,which started in the 1970 s and 1980 s,comprehensively deepening in the new era. Early childhood curriculum reform was carried out in the mutual promotion of the up-down and bottom-up model,as well as the combination of theory and practice,refining the child-oriented curriculum framework for life-long education,changing teaching and learning methods,and establishing a long-term mechanism for teachers’ professional development. To crack the conundrums that puzzle the early childhood curriculum reform,we need to reflect on the reform process and clarify the historical-cultural context,during which we should improve the curriculum management system,utilizing the mediating effect of local curriculum leadership,rebuild the reciprocal relationship between research and practice to upgrade pedagogy,and complete the paradigm shift from curriculum construction to curriculum comprehension in the trinity of child development,curriculum and instruction,and policy evaluation.