| 赵东群，胡金莹.日本幼儿园教育环境创设理念的发展历程及启示——基于日本《幼儿园教育纲要》五次修订的视角[J].陕西学前师范学院学报,2024,40(1):54-61 |
| 日本幼儿园教育环境创设理念的发展历程及启示——基于日本《幼儿园教育纲要》五次修订的视角 |
| The Development History and Enlightenment of the Concept of Kindergarten Educational Environment Creation in Japan—Based on the Five Revisions of View Directions of Preschool Education in Japan |
| 投稿时间：2023-11-27 |
| DOI：doi：10. 11995/j. issn. 2095-770X. 2024. 01. 007 |
| 中文关键词: 日本 幼儿园教育环境 发展历程 |
| 英文关键词: Japan kindergarten educational environment development history |
| 基金项目:河南省哲学社会科学规划年度项目（2023BJY027） |
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| 中文摘要: |
| 环境被公认为任何一个国家开展幼儿教育事业首先需要面对的问题。日本幼儿园教育指导方针《幼儿园教育纲要》自1956年颁布至今经历五次修订，一直将“幼儿园应该提供什么样的环境”作为核心议题贯穿其中，可以发现日本幼儿园教育环境创设经历了从“以教育活动为中心”的创设阶段，到“通过环境进行教育”的创设阶段，到“以幼儿教育生态系统为中心”的创设阶段，再到“发挥幼儿主体性”的创设阶段。我国幼儿园环境创设应该以幼儿的整个生活脉络为出发点，构建广泛的幼儿园教育环境；以幼儿的自发性和主体性为核心创设支持有效学习和发展的环境；立足幼儿期的本质特征，重视室外活动环境的提供；在环境创设上实现幼儿主体性和教师教育意图之间的平衡。 |
| 英文摘要: |
| Environment is universally recognized as a primary concern that any country needs to face in carrying out early childhood education. In Japan， “environment” holds a special position in the field of early childhood education. The national-level guidelines for kindergarten education， known as the “View Directions of Preschool Education” have undergone five revisions since their inception in 1956. Throughout these revisions， the central theme of “what kind of environment kindergartens should provide” has consistently played a significant role， it is revealed that the development of kindergarten educational environment creation in Japan has progressed through various stages. It has evolved from an initial emphasis on “activity-centered creation” to a phase focused on “education through environmental means， further to the “centering on the ecosystem of early childhood education” phase， and ultimately to the “fostering child subjectivity” phase. In view of this， the creation of kindergarten environment in China should start from the perspective of the child’s overall life context to establish a comprehensive kindergarten educational environment; It should focus on fostering children’s spontaneity and subjectivity as the core of creating an environment to support effective learning and development; It should be based on the essential characteristics of early childhood， emphasizing providing outdoor activity environments; The balance between children’s subjectivity and teachers’ educational intention should be realized in environment creation. |
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