“位育”視角下鄉(xiāng)村幼兒園本土課程的內(nèi)涵詮釋、價(jià)值訴求及內(nèi)容構(gòu)建

摘要： 外生性、拿來(lái)主義,城市本位、成人本位等問(wèn)題成為鄉(xiāng)村幼兒園課程最為突顯的問(wèn)題。以"位育"為理論視角,鄉(xiāng)村幼兒園本土課程融合了本土概念的"本土生長(zhǎng)"與"本土化"兩個(gè)內(nèi)容維度,意即"鄉(xiāng)村幼兒園是結(jié)合家庭、幼兒園、村落(社區(qū))實(shí)際,立足于鄉(xiāng)村幼兒本土生長(zhǎng)并幫助幼兒不斷向外拓展的一套經(jīng)驗(yàn)體系",本質(zhì)是為幼兒尋"位",幫助幼兒"安所遂生",育出具有"本土文化生命之根"的幼兒。要實(shí)現(xiàn)"安所遂生"的價(jià)值目標(biāo),鄉(xiāng)村幼兒園本土課程有賴于構(gòu)建起"推己及人"的本土課程內(nèi)容體系,整合縱向時(shí)間線索與橫向空間線索的幼兒本土經(jīng)驗(yàn),為幼兒提供文化生命的土壤及經(jīng)驗(yàn)拓展方向。如此,方能回應(yīng)"培養(yǎng)什么人、怎樣培養(yǎng)人、為誰(shuí)培養(yǎng)人"的時(shí)代要求。
Exogeneity, borrowism, as well as city-based and adult-based teaching have become the most prominent problems in curriculum of rural kindergartens. From the theoretical perspective of adjustment education, the local curriculum of rural kindergartens have integrated the concepts of indigenous growth and localization, which means that they have established an experience-based system of combining the reality of families, kindergartens and villages(communities) based on the indigenous evolution of rural children in order to help them expand outward continuously. Its essential meaning is to look for a position for children and help them seek a secure life and raise children with the root of life of the native culture. In order to achieve this value goal, the rural kindergartens should construct an indigenous curriculum content system of putting themselves in other's place, integrate the native experience of children with vertical time and horizontal space clues, and provide the soil of cultural life and experience expanding direction for children. Only in this way can we respond to the requirements of the times of who to train, how to train and for whom to train.