陈鹤琴“活教育”理论视域下当代学前教育的启示

The Implications of Chen Heqin’s “Living Education” Theory for Contemporary Preschool Education

摘要: 陈鹤琴的“活教育”理论是我国学前教育本土化探索的重要成果，其目的论、课程论与教学论构成有机统一的思想体系，蕴含着回归儿童本位、以生活为教材、以实践为主线的核心精神。有研究虽在理论阐释与历史梳理方面取得丰富成果，但在回应数字化时代儿童经验变迁、破解实践中“形式化”“浅层化”困境、建立“理论–实践–评价”闭环体系等方面仍显不足。本文基于当下学前教育现实，重新审视“活教育”理论的核心要义，分析其在课程实施、资源适配、师资培育等方面的现实困境，并结合最新研究进展，在培养人才、教育改革方面提出实践路径，以解决形式化、浅层次实践问题，促进传统教育智慧与学前教育高质量发展的深度融合，为儿童全面发展提供理论依据与实践借鉴。

Abstract: Chen Heqin’s “Living Education” theory is an important achievement in the localization of preschool education in China. Its teleology, curriculum theory, and teaching theory form an organically unified ideological system, embodying the core spirit of returning to a child-centered approach, utilizing life as a teaching material, and prioritizing practice as the main line. Although research has achieved abundant results in theoretical interpretation and historical review, it still shows shortcomings in responding to changes in children’s experiences in the digital age, addressing the issues of “formalization” and “shallow practice” in practical implementation, and establishing a “theory-practice-evaluation” closed-loop system. Based on the current reality of preschool education, this paper re-examines the core essence of the “Living Education” theory, analyzes its practical dilemmas in curriculum implementation, resource adaptation, and teacher training, and, in combination with the latest research developments, proposes practical pathways for talent cultivation and educational reform. This aims to solve the issues of formalized and superficial practice, promote the deep integration of traditional educational wisdom with high-quality preschool education development, and provide a theoretical basis and practical reference for the comprehensive development of children.