幼儿园课程“小学化”的规训与组织逻辑研究

A Study of the Disciplinary and Organizational Logics of the “Schoolification” of Kindergarten Curriculum

摘要: 当前，去“小学化”已成为我国学前教育治理与课程改革的重要方向，但在部分幼儿园实践中，知识提前教授、课堂组织小学化和幼儿行为过度规整等现象仍然存在。本研究以身体社会学和新制度主义为分析视角，讨论幼儿园课程“小学化”背后的规训机制与组织逻辑。研究认为，课程“小学化”并不只是教学内容选择不当，更表现为幼儿园日常空间、时间、语言和评价制度对儿童身体与经验的制度化安排；同时，家长期待、市场竞争、幼小衔接压力和质量评价方式又使幼儿园倾向于通过可展示、可量化的学习成果获得外部认可，进而形成组织同形化。治理“小学化”需要从儿童发展立场出发，完善质量评价体系，重构课程组织方式，调整幼儿园时空制度，并通过家园协同缓解功利化教育期待，使学前教育回到游戏、生活和经验建构的基本逻辑。

Abstract: At present, reducing “schoolification” has become an important direction in the governance and curriculum reform of preschool education in China. However, in some kindergartens, practices such as teaching knowledge in advance, organizing classrooms in a primary-school style, and over-regulating children’s behavior still exist. This study adopts the perspectives of body sociology and new institutionalism to explore the disciplinary mechanisms and organizational logic behind the “schoolification” of kindergarten curriculum. The study finds that “schoolification” is not merely a problem of inappropriate teaching content; it also manifests in the institutionalized arrangement of children’s bodies and experiences through daily kindergarten space, time, language, and evaluation systems. Meanwhile, parental expectations, market competition, pressures from kindergarten-primary school transition, and quality evaluation methods lead kindergartens to seek external recognition through visible and measurable learning outcomes, resulting in organizational isomorphism. To address “schoolification”, it is necessary to adopt a child-centered perspective, improve the quality evaluation system, restructure curriculum organization, adjust the spatial and temporal arrangements in kindergartens, and alleviate utilitarian educational expectations through home-kindergarten collaboration, so that preschool education can return to the fundamental logic of play, life, and experience construction.