新西兰学前教育课程纲要的特点及启示-《集美大学学报（教育科学版）》

文章信息/Info

Title:: The Development，Characteristics and Enlightenment of National Curriculum Framework of Early Childhood Educationin New Zealand

作者:: 谢书书1; 邸宏伟2; 李维3; 林靖1; （1. 集美大学师范学院，福建厦门 361021；2.新西兰怀卡托大学教育学院，新西兰 3244；3.集美大学外国语学院，福建厦门 361021）

Author(s):: XIE Shu-shu1; DI Hong-wei2; LI Wei3; LING Jing1; (1.Teachers’ College，Jimei University，Xiamen 361021，China；2.Faculty of Education，Waikato University，New Zealand；3.School of Foreign Languages，Jimei University，Xiamen 361021，China)

Keywords:: Curriculum framework of early childhood education; New Zealand; TeWhāriki; Kindergarten Curriculum Reform in China

摘要:: 新西兰教育部于1996年和2017年先后颁布了两版《编织的草席：学前教育课程纲要》（ Te Whāriki），新版的纲要依据社会经济的变化，结合新近教育研究结果和实践经验，对旧版进行修订。Te Whāriki课程纲要由教育目标、四大原则和五条线索编织在一起，具有高度的连贯性，主要表现在课程与本国文化的一致性、课程框架与教育目标的一致性、课程框架与理论基础的一致性、课程理论与实践方法的一致性。我国幼儿园课程经历了3次改革，近年来发展迅速，但仍然存在着一定程度上的不协调和不统一。“新西兰模式”为我国幼儿园课程改革提供了借鉴，应对我国幼儿园课程纲要进行反思，尽快建立具有中国特色的幼儿园课程理论基础，加强理论和实践的统一。

Abstract:: The Ministry of Education in New Zealand published two versions of Early Childhood Education Curriculum Framework:TeWhāriki in 1996 and in 2017 respectively.The new version of TeWhāriki is revised according to the social and economic changes and the latest educational research results and practical experiences.The education objectives，four principles and five strands of TeWhāriki are woven together with a high degree of coherence，including consistency of curriculum and local cultures，consistency of curriculum framework and education objectives，consistency of curriculum and theoretical basis，and consistency of curriculum theory and practical methods.The kindergarten curriculum in China has undergone three reforms and developed rapidly in recent years.However，there is still a certain degree of disharmony and inconsistency.The ‘New Zealand Model’ provides a reference to the kindergarten curriculum reform in China.We should reflect on our curriculum framework，establish the theoretical basis of kindergarten curriculum with Chinese characteristics，and strengthen the unity of theory and practice.