【作者】 张帅；

【导师】 虞永平；

【作者基本信息】 南京师范大学， 学前教育学， 2022， 博士

【摘要】 幼儿园课程建设既是发生在特定时空和特有条件下的文化事件,又是一个不断更新与完善的文化历程。这决定了幼儿园课程要想实现持续优质发展,需要从文化着手。良好的幼儿园课程文化是解决幼儿园课程问题的“良医”,是引领幼儿园课程发展的精神指引。通过研究幼儿园课程文化,能够深入理解幼儿园课程建设过程中各种思维方式和行事方式的内在意义,揭示课程现象背后真实的意义逻辑。这既有助于幼儿园课程理论水平的提升,又能够引领幼儿园课程的内涵式发展。 本研究聚焦于幼儿园课程文化这一主题,旨在厘清幼儿园课程文化的构成要素及其关系,探究幼儿园课程文化的形成和完善机制。本研究以文化生态学、文化心理学、文化变迁理论、生活世界理论作为学理基础,采用量化研究与质性研究相结合的混合研究范式,主要运用文献研究法、问卷调查法、田野调查法、案例研究法四种研究方法,从分析理论基础、描述实际样态、揭示生成机制、提出优化策略四方面展开。本研究遵循“理论研究-实证研究”两路并行的技术路线:理论层面,首先通过文献阅读梳理了文化、教育、课程三者之间的源流以及幼儿园课程文化理论基础的代表性思想观点,并从中寻求借鉴与启示;其次,结合文化层次理论和幼儿园课程特点,形成了由课程信念、课程知识、课程实施、课程管理四个方面构成的幼儿园课程文化分析框架,并编制了调查问卷。实践层面,一方面,以江苏省作为调查地区,从宏观层面了解幼儿园课程文化的现状;另一方面,以两所幼儿园为田野调查“文化场”,分析幼儿园课程文化在各个维度上的表现。然后,根据调查结果,探究幼儿园课程文化的影响因素及生成机制,并提出通过生态优化形成良好幼儿园课程文化生态的相应策略。具体而言: 第一章是对幼儿园课程文化的本体探讨。研究在厘清课程、课程中的文化、课程文化三者之间关系的基础上,阐明了幼儿园课程文化的内涵,认为幼儿园课程文化是在幼儿园课程建设过程中,以师幼为主的多元主体进行课程意义建构所形成的、影响课程建设进程和实施水平的理念、价值、规范等精神要素的总和。接着,立足于幼儿园课程文化的理论基础以及幼儿园课程特点,建构了“两维四面”的幼儿园课程文化结构,即作为理念的幼儿园课程文化维度和作为实践的幼儿园课程文化维度。其中,课程信念和课程知识是理念层面幼儿园课程文化的体现,课程实施和课程管理是实践层面幼儿园课程文化的体现。这四个方面既有区别于他者的相对独立的“小生态”,又在与他者不可分割的密切关系中形成了幼儿园课程文化的整体生态网,各圈层之间不仅是共存关系,更是共生关系。 第二章和第三章是对幼儿园课程文化样态的描述,主要包括历史和现实的描述以及两所幼儿园课程文化的个案分析。历史描述层面,研究依据重要时间节点发生的关键事件、关键人物思想对幼儿园课程文化的发展历程进行梳理,分析表明,其发展大致划分为“三段六期”:20世纪初至新中国成立前,经历了混杂期和归一期;新中国成立后至改革开放初,经历了偏离期和复归期;改革开放后期至今,经历了稳定期和发展期。现实层面,为了解幼儿园课程文化的现状,研究对江苏省6个地级市的2867名幼儿教师进行了问卷调查,结果表明,幼儿园课程文化水平整体呈现积极样态。其中,在课程信念上,教师对幼儿园课程的认识较为一致,但有待进一步转化为坚定的课程信念;在课程知识方面,知识的更新速度和掌握运用情况存在反差;在课程实施方面,行为落实和环境创设整体表现较好;在课程管理方面,教师对课程的“共享领导”意识较强,但职权和胜任力相对薄弱。教师的个人自然属性和社会属性、园所属性、区域属性等均在不同程度上影响着幼儿园课程文化的发展水平。在宏观把握幼儿园课程文化现状基础上,研究将“镜头”转向微观层面的“文化深描”,选取两所幼儿园作为个案,真实地再现幼儿园课程活动在课程信念、课程知识、课程实施、课程管理四个方面的具体状况。基于对两所幼儿园课程文化的实地考察结果,研究发现,幼儿园课程文化的形成机理主要有四个环节:1.产生:课程实践困境的反思;2.传播:园所课程价值理念的扩散;3.认同:教师对园所课程理念的接纳;4.共识:课程信念的内于心和外于行。 第四章重在剖析幼儿园课程文化的生成机制。研究表明,幼儿园课程文化的形成受到社会因素和内部因素的双重影响。社会因素层面,主要涉及社会政治因素和社会文化环境两方面:社会群体的文化价值观及其社会期望,往往通过学前教育政策法规和政府行为等方式影响幼儿园课程的编制与实施,并决定着园所课程文化的价值取向;不同文化区塑造了不同的园所课程文化地域性格,民族文化群体形成的心理濡染着园所课程文化的民族性格,园所课程文化呈现出多样化的表现形式。内部因素层面,幼儿和教师、一日生活、课程事件以及切实的行动构成了幼儿园课程文化生成的重要主体、活动场域、关键节点、重要方式。园所课程文化便寓于“主体-场域-事件-行动”的相互作用之中,这种相互作用主要体现在不同事件在园所课程文化形成上的推动机制以及“信”与“行”在师幼代际间的交互机制。在内外因素的影响下,幼儿园课程文化遵循了三条生成逻辑:内生与外催的相互作用;时间与空间的纵横交织;外在与内在的相融相生。 第五章中,研究从明确文化生态位、形成文化培养基、建设文化资源库三个方面,提出营造“园-家-社-校-政”多元主体协同合作的文化生境以优化园所课程文化的建议。首先,幼儿园、家庭、社区、高校、政府要明确各自在幼儿园课程建设和发展上的角色定位;其次,形成致力于幼儿发展的共同愿景;此外,有效整合园内外资源,构建课程资源共享平台。更多还原

【Abstract】 The construction of kindergarten curriculum are not only a cultural event taking place in a space-time and under special conditions,but also a developing cultural process.The harmonious relationship between curriculum and culture determines that the kindergarten curriculum in order to achieve sustainable and high-quality development.It needs to start with culture.An excellent kindergarten curriculum culture is the "Good doctor" that solves kindergarten curriculum problems and is the spiritual guide that leads kindergarten curriculum development.By studying the kindergarten curriculum culture,we can deeply understand the inner meaning of the thought and behavior in the kindergarten curriculum construction,and reveal the real meaning logic behind the curriculum phenomenon.This will not only help to improve the theoretical level of kindergarten curriculum,but also lead the intensive development of kindergarten curriculum. Focusing on the theme of kindergarten curriculum culture,the research aims to explore its structure,relationship between elements and generating mechanism.The cultural ecology,cultural psychology,cultural change theory and life-world theory are the theoretical basis of this research.The research mainly uses four research methods,including literature analysis method,questionnaire survey method,field investigation and case study method,to explore the theory,current situation,generation mechanism,optimization strategy.The research follows a parallel technical route of “theoretical research-empirical research”.At the theoretical level,firstly,the research combs the source of culture,education,curriculum and the representative ideas of kindergarten curriculum culture theory,and seeks for reference and enlightenment.Secondly,combining the cultural hierarchy theory and the characteristics of kindergarten curriculum,the analysis framework of kindergarten curriculum culture is formed,which is composed of curriculum belief,curriculum knowledge,curriculum implementation and curriculum management,a questionnaire was compiled.At the practical level,on the one hand,the research selected Jiangsu province as a survey area to understand the current situation of kindergarten curriculum culture.On the other hand,the research selects two kindergartens as the "cultural field" of field investigation to analyze the performance of kindergarten curriculum culture in four dimensions.Then,based on the survey results,this paper probes into the influencing factors of kindergarten curriculum culture and its generation mechanism,and propose corresponding strategies for forming a good kindergarten curriculum culture ecology. The first chapter is the theoretical discussion of kindergarten curriculum culture.On the basis of clarifying the relationship between curriculum,culture in curriculum and curriculum culture,the research explores the word meaning of “kindergarten curriculum culture”.Then the research clarifies specific connotation of kindergarten curriculum culturet.Kindergarten curriculum culture is the sum of spiritual elements such as ideas,values and norms,which affects the curriculum construction process and curriculum implementation level.It is formed in the process of curriculum meaning construction by multiple subjects mainly based on teachers and children.Then,the research constructs "two dimensions and four aspects" of kindergarten curriculum culture structure,in which,the curriculum belief and the curriculum knowledge are the theoretical level of kindergarten curriculum culture,curriculum implementation and curriculum management are the practical level of kindergarten curriculum culture.These four aspects not only have relatively independent "ecology",but also form the whole ecological network of kindergarten curriculum culture in the close relationship with others,and each circle is not only coexisting,but also symbiotic. Chapters 2 and 3 mainly include the history and the reality description as well as two kindergarten curriculum culture case analysis.At the level of historical description,the development of kindergarten curriculum culture is divided into three periods and six stages according to the key events and the thought of the key characters:from the beginning of the 20 th century to the founding of New China,it went through a period of hybridity and unification;from the founding of New China to the beginning of reform and opening-up,it went through a deviation period and a reversion period;from the late reform and opening-up period to the present,it went through a period of stabilization and development.At the realistic level,in order to understand the current situation of kindergarten curriculum culture,the study conducted a questionnaire survey on 2867 kindergarten teachers in six prefecture-level cities in Jiangsu Province,and the results showed that the overall level of kindergarten curriculum culture showed a positive state.In terms of curriculum beliefs,teachers' understanding of kindergarten curriculum is relatively consistent,but needs to be further transformed into firm curriculum beliefs;In terms of curriculum knowledge,there are contrasts in the speed of knowledge updating and mastery of application;In terms of curriculum implementation,behavior implementation and environment creation are generally better;In terms of curriculum management,teachers have a strong sense of "shared leadership" of the curriculum,but their authority and competency are relatively weak.The development of kindergarten curriculum culture is influenced by teachers,kindergartens and regions in different degrees.Then,the research selects two kindergartens as case study object to present the concrete situation of kindergarten curriculum activities in four aspects: curriculum belief,curriculum knowledge,curriculum implementation and curriculum management.Based on the results of the survey,the research divided the formation mechanism of the kindergarten curriculum culture into four departments:1.Generation:the reflection of curriculum practice dilemma;2.Dissemination: the diffusion of kindergarten curriculum values;3.Identification: teachers' acceptance of kindergarten curriculum concepts;4.Consensus: internalization and externalization of curriculum beliefs. Chapter 4 focuses on analyzing the generation mechanism of kindergarten curriculum culture.Research shows that the formation of kindergarten curriculum culture is influenced by both social and internal factors.At the level of social factors,it mainly involves socio-political factors and socio-cultural environment: the cultural values of the social groups and their social expectations often influence the development of kindergarten curriculum through preschool education policies and government actions,it also determines the value orientation of the kindergarten curriculum culture.Cultural areas shape the regional character of kindergarten curriculum culture.The psychology of the ethnic cultural group influences the national character of the kindergarten curriculum culture,and the kindergarten curriculum culture presents various forms of expression.At the level of internal factors,children and teachers,daily life,curriculum events and practical actions constitute the important subjects,activity fields,key nodes and important ways of kindergarten curriculum culture generation.Kindergarten curriculum culture is contained in the interaction of "subject-field-event-action".This interaction is mainly reflected in the promotion mechanism of different events in the formation of kindergarten curriculum culture and the "faith" and "action" between teachers and children.Under the influence of internal and external factors,the kindergarten curriculum culture follows three generative logics: the interaction of endogenous and exogenous,the interweaving of time and space,and the integration of extrinsic and intrinsic. In Chapter 5,The research puts forward the suggestions of optimizing kindergarten curriculum culture from three aspects.First,kindergartens,families,communities,universities,and governments should clarify their roles in development of kindergarten curriculum;second,they should form a common vision for childhood development.In addition,they should effectively integrate resources inside and outside the kindergarten,and build a broad platform for sharing kindergarten curriculum resources.更多还原