民国时期南京地区幼稚园教育本土化实践考察

Abstract

This article seeks to delve into the processes and characteristics of localizing kindergarten education in the Nanjing region during the Republic of China period. It aims to offer insights that can contribute to the ongoing efforts in localizing kindergarten education today. The impact of localizing kindergarten education extends significantly to cultivating a sense of identity in young children towards their local society. By comprehending the culture, social customs, and values of their region, children establish the groundwork for evolving into the talents required by the local community in the future. In the early years of the Republic of China, kindergartens were heavily influenced by foreign and aristocratic elements. Criticizing this trend, both Chen Heqin and Tao Xingzhi took initiatives in the urban and rural communities of the Nanjing region, respectively, to implement localization practices concerning kindergarten education curriculum, teaching materials, and teaching methods. At Nanjing Gulou Kindergarten, under the leadership of Chen Heqin, the curriculum experiment period was meticulously divided into loose organization, logical organization, and design organization stages. The materials encompassed books, nursery rhymes, stories, toys, and exposure to the natural world, all tailored to align with the psychology of young children. The ‘whole teaching method’ emerged as the proposed final educational approach. In the case of the rural kindergarten led by Tao Xingzhi, the curriculum experiment period unfolded in phases: the brewing period for curriculum transformation, the decision and planning units for curriculum transformation, and a stage entirely driven by the children themselves. The materials predominantly hailed from the local context and were favored by the children. The suggested final outcome was the ‘Integrity of Teaching Learning and Practice’ educational approach.