【作者】 陈纳；

【导师】 陈佑清；

【作者基本信息】 华中师范大学 ， 课程与教学论， 2014， 博士

【摘要】 “经验”在我国教育学的语境中,是一个说起来非常重要、做起来却被忘掉的概念。这种状况,下衍至学前教育领域,便是轻视乃至抛弃经验而追求符号化知识的学习,进而出现幼儿教育“小学化”现象。近年来,幼儿园教育“小学化”愈演愈烈,以至于教育部不得不连续出台一系列通知和规定,以遏制其蔓延。该现象的产生有其必然性：一方面与我国传统文化中以“万般皆下品,唯有读书高”思想为核心的主知主义有关；另一方面,也反映出国内学前界对幼儿学习与发展的基础理论研究极为缺乏。基于此,本论文致力于经验获得与幼儿发展关系的探讨,以辨明幼儿期应以经验为主要学习对象和学习方式；在幼儿园实践层面,则倡导为幼儿提供经验主导的课程。除导论外,本论文共分为六章四个部分：第一部分为第一、二章。第一章重在对“经验”这一概念进行历史溯源,重点梳理了哲学家、心理学家和我国当代教育学者关于经验的论述,从教育学角度,对“经验”及其相近的概念、经验的类型等进行描述和分类,分析了完整经验的特点,最终给出经验的定义,为本论文的研究构筑了必要的话语平台；第二章是在第一章的基础上,聚焦于“经验与幼儿发展的已有认识”的回顾,在心理学有关研究成果和各历史时期教育家的经典著作中,搜寻前人关于经验与幼儿发展之间关系的论述,使本研究具有更为宽广的视角。第二部分为第三、四章。第三章重在辨识经验在幼儿发展中的功能,借用教育学即有的体、智、德、美四领域的发展框架,分别就前人、他人与自己拥有的关于经验对幼儿在上述四大领域发展的已有研究和体会进行分析,考察不同质量的早期直接经验对幼儿后继发展的影响,提出了“经验的整体性形成与促进幼儿个性全面、协调发展具有同一性”的观点,丰富了第一章关于经验的定义,进一步矫正了静态经验观之下对经验的狭窄认识；第四章从主体的内在心理和外在环境两个角度,对经验获得的一般过程进行分析,寻找、鉴别不同类型的直接经验对幼儿素质发展的不同价值,并提出了体验类型-层次说、经验整体性等概念。第三部分为第五章。本章选取了国内外经典的以直接经验获得为导向的七个早期课程方案和21世纪以来,在西方主流文化中受到认可的三种综合性早期教育方案框架作为分析对象。对七个独立的早期课程方案,从理论基础、发展目标、经验来源和内容、推动经验形成的策略、经验获得方式等五个方面进行述评,明晰优质早期教育方案的共同特点是：关注幼儿已有经验、围绕幼儿生活经验、促进幼儿生成经验,从而确立经验及其获得在早期教育课程中的应有地位。对三个综合性早期教育方案框架,则从提出背景或原则、框架构成要素或特点、对本土课程建构的启示等三个方面展开评述,明晰以经验为主导的早期课程建构发展趋势,即：不再是拘泥于或满足于开发出以某一个(类)理论为基础的、独立的课程方案；而是可以建立基于多种理论、融合多个实践范例,将社会、家长、儿童等多方面的关于教育与发展的诉求进行平衡的更大的早期课程框架。至此,对直接经验获得与幼儿发展之间具有同一性的关系论证完毕；同时,为如何重建本土经验主导的早期课程提供了可资参考的依据。第四部分为第六章。本章在前五章的基础上,基于对我国当前以经验获得为主的两类幼儿园课程及教学形态进行剖析,提出了应将“经验主导”作为建构本土幼儿园课程与教学的指导思想；以三级课程管理为载体,从宏观、中观和微观三个层次出发,重构以幼儿完整经验获得为取向的本土幼儿园课程与教学框架的思考路径。更多还原

【Abstract】 "Experience" has been regarded very important, but always been forgotten when people teaching in our country. This kind of condition, reflected in the field of preschool education, is contempt and even abandon experience but go after symbolic knowledge. So that the ministry of education has issued a series of consecutive notice and rules in recent years, to curb early childhood education ’primary’ from spreading. This worrying phenomenon, on the one hand, and the traditional culture of our country in order to "all are inferior, only reading high" as the core of Lord knows about socialism; On the other hand, also reflect domestic pre-school is lack of the theory research about’experience’. Based on this, this paper is devoted to the experience and early childhood development relations. In order to identify early childhood should experience as the main study object and the way of learning. In addition to the introduction, this thesis is divided into six chapters four parts:The first part is the first and second chapter. The first chapter focuses on the history of the concept of "experience", the key combed the philosophers, psychologists, and China’s contemporary education scholars about the experience, the concept of "experience" and its close, the type of experience, etc., from the Angle of pedagogy is described and classified, finally presents the definition of experience, for the research of this paper constructed the necessary discourse platform; The second chapter is on the basis of the first chapter, focusing on "experience and early childhood development already know" review of relevant research achievements in psychology and educator in the classic works of each historical period, in search of predecessors about the relationship between experience and early childhood development, make this study has a more broad perspective.The second part is the third and fourth chapter. The third chapter focuses on identification function of experience in the development of young children, to borrow from pedagogy, intellectual, Germany, the United States in the field of four development framework, respectively with their predecessors, others have about experience for young children in the above four areas existing in the development of research and experience were analyzed, and different quality of early experience of direct influence on children’s subsequent development, put forward the experience of holistic formation and an identical "to promote comprehensive, balanced and personality development" point of view, and rich the definition of the first chapter is about the experience, further correction under the concept of the static experience narrow understanding of experience; The fourth chapter from the main body of internal psychological two aspects and the external environment, to analysis the general process of experience, to find and identify the different types of direct experience of the different value of children’s quality development, and puts forward the concepts of experience hierarchy, experience overall.The third part is chapter5. This chapter from the domestic and foreign classic seven early direct experience oriented course plan approved by mainstream culture and the west in the21st century since three comprehensive early education framework as the analysis object. On the early course of seven independent plan, from the theoretical basis, development goals, experience source and content, promote formation of the strategy, experience and so on five aspects to carry on the review, access to clear common features are:high quality early education program focused on children experience, around children, promote children’s experience, establish experience and obtain its rightful place in early education programs. The three comprehensive early education framework, from the background or principles, framework components or features, construction of local course of enlightenment, etc. Are reviewed in three aspects. At this point, the direct experience with an identical relationship between child development, At the same time, how to rebuild local experience dominated early class provides the possibility of the reference basis.The fourth part is chapter6. On the basis of the first five chapters, this chapter is based on the current is given priority to with experience for the form of two classes of kindergarten curriculum and teaching, puts forward the dominance of "experience" should be used as the construction of the local kindergarten curriculum and teaching guiding ideology; On the carrier of three-level curriculum management, from the macro, meso and micro three levels, the refactoring to complete with young children gain as the leading local thinking path of kindergarten curriculum and teaching framework.更多还原