外国教育研究

2020, v.47;No.360(06) 67-79

[打印本页] [关闭]
本期目录(Current Issue) | 过刊浏览(Past Issue) | 高级检索(Advanced Search)

和而不同:日本幼小衔接的历史路径与思想
"United but Different":The Historical Paths and Conception of Kindergarten-Primary School Articulation in Japan

刘煜;
LIU Yu;School of Early Childhood Education,Shanxi Xue Qian Normal University;

摘要(Abstract):

衔接指不同阶段的学校间建立的纵向连接,其核心是将学校教育作为整体建构连贯统一的课程,并保障各阶段学校的独立。本文立足于衔接的观点,从幼儿园作为学校如何与中小学建立连贯统一的学校课程的具体问题出发,通过对日本20世纪50年代以来从国家层面制定的包括幼儿园在内的学校课程的考察与分析,阐明日本幼小衔接的路径与思想。从日本的历史经验可以看出,幼小衔接是幼儿园面向学校课程的建设,即幼儿园按照与中小学相一致的课程理念建构学校课程并兼顾幼儿园教育的特点,其内部体现着"和而不同"的衔接思想。
Articulation refers to horizontal connections between schools of different levels. The core mission is to establish a coherent and united curricular system across school education while in the meantime maintaining independence of each school level. From the perspective of articulation,this study focuses on how curricular coherence and unity can be achieved between kindergartens and primary schools by examining two sets of national school and kindergarten curricula issued in Japan after 1950 s. It illustrates that the task of kindergarten-primary school articulation is to construct kindergarten curriculum under the same curricular visions that also govern primary and middle schools but tailored to the features of early childhood education. This way of articulation exhibits the conception of being "united but different".

关键词(KeyWords): 日本;幼小衔接;学校课程;幼儿园的独特性
Japan;kindergarten-primary school articulation;curriculum;the uniqueness of kindergarten education

Abstract:

Keywords:

基金项目(Foundation): 2017年度陕西省学前教育研究项目重点项目“‘保教一体化理论’下的幼儿园保教质量评价指标体系研究”(项目编号:ZdKT1701);; 2019年度陕西学前师范学院科研基金重点项目“日本幼儿园课程制度的研究:《幼儿园教育纲要》与国家课程框架”(项目编号:2019ZDRS11)

作者(Author): 刘煜;
LIU Yu;School of Early Childhood Education,Shanxi Xue Qian Normal University;

Email:

DOI:

参考文献(References):

扩展功能
本文信息
服务与反馈
本文关键词相关文章
本文作者相关文章
中国知网
分享