基本立场的回归与内在本质的高扬——改革开放40年我国学前教育观念的流变
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摘要
改革开放40年以来,我国学前教育领域最基础、最深刻的变革是基本观念的重构,这是一个回归教育本真、高扬教育本质、彰显教育理性的过程,主要体现在以下方面:儿童意识逐渐形成并被接受;学前教育的价值取向从注重学业准备蜕变为关注幼儿的终身发展;教育重心从教师的"教"转向了幼儿的"学",从关注"知识"转向了关注"经验";教师角色发生了从"保姆"到"教师"再到"多重角色的专业人"的转变。这一改革经验启示我们,只有遵循学前教育的基本规律,才能推动学前教育事业蓬勃发展。
Over the past 40 years since the reform and opening-up in China,the most basic and profound change of the preschool education is the rebuilding of the idea. It was the return of the true meaning of education,the approach of the essence of education,and the rational thinking of education.Children Awareness has been highlighted. The aim of the preschool education has changed from school readiness to laying the foundation for lifelong development. The emphases of the preschool education have transferred from teachers' teaching to children's learning,from the knowledge to experience. And the role of the teacher has changed from the nursery teacher to the professional with multiple roles. The experience of the reform above shows that,to develop the preschool education,we must follow its basic laws.
Over the past 40 years since the reform and opening-up in China,the most basic and profound change of the preschool education is the rebuilding of the idea. It was the return of the true meaning of education,the approach of the essence of education,and the rational thinking of education.Children Awareness has been highlighted. The aim of the preschool education has changed from school readiness to laying the foundation for lifelong development. The emphases of the preschool education have transferred from teachers' teaching to children's learning,from the knowledge to experience. And the role of the teacher has changed from the nursery teacher to the professional with multiple roles. The experience of the reform above shows that,to develop the preschool education,we must follow its basic laws.
引文
[1]刘焱.改革开放四十年中国学前教育的发展变迁[EB/OL].(2018-06-27)[2018-09-10].http://m.yule.rmzxb.com.cn/c/2018-06-27/2096027.shtml.
[2]印小青,李娟.幼儿园课程生活化的意蕴、误区与实施策略[J].学前教育研究,2016(2):64.
[3]叶平枝.在幼儿教育课程改革背景下重新审视关键经验的意义、内涵与特征[J].学前教育研究,2008(11):7.
[4]虞永平.论儿童观[J].学前教育研究,1995(3):5.
[5]张斌,虞永平.让“儿童意识”融入公众意识[J].幼儿教育(教育科学版),2011(9):16.
[6]陈蘅.转变教育观、儿童观,深化幼儿教育改革[J].学前教育研究,1988(4):31-34.
[7]虞永平.用规律指引学前教育健康发展[N].中国教育报,2018-03-10(2).
(1)1979年《城市幼儿园工作条例》提出“要注意研究和改进保教方法,不要把教育小学生、中学生和成年人的材料和方法投到幼儿园中来”,1981年的《幼儿园教育纲要(试行草案)》要求“要防止幼儿园教育小学化、成人化”,1991年国家教委颁布的《关于改进和加强学前班管理的意见》和2010年《国务院关于当前发展学前教育的若干意见》中均直接否定了这一现象,2011年、2018年教育部专门针对幼儿园教育“小学化”问题发了相关通知。
[2]印小青,李娟.幼儿园课程生活化的意蕴、误区与实施策略[J].学前教育研究,2016(2):64.
[3]叶平枝.在幼儿教育课程改革背景下重新审视关键经验的意义、内涵与特征[J].学前教育研究,2008(11):7.
[4]虞永平.论儿童观[J].学前教育研究,1995(3):5.
[5]张斌,虞永平.让“儿童意识”融入公众意识[J].幼儿教育(教育科学版),2011(9):16.
[6]陈蘅.转变教育观、儿童观,深化幼儿教育改革[J].学前教育研究,1988(4):31-34.
[7]虞永平.用规律指引学前教育健康发展[N].中国教育报,2018-03-10(2).
(1)1979年《城市幼儿园工作条例》提出“要注意研究和改进保教方法,不要把教育小学生、中学生和成年人的材料和方法投到幼儿园中来”,1981年的《幼儿园教育纲要(试行草案)》要求“要防止幼儿园教育小学化、成人化”,1991年国家教委颁布的《关于改进和加强学前班管理的意见》和2010年《国务院关于当前发展学前教育的若干意见》中均直接否定了这一现象,2011年、2018年教育部专门针对幼儿园教育“小学化”问题发了相关通知。