幼儿园课程文化适宜性的过程性判断与实现路径

Process-Based Judgments and Practical Pathways of Cultural Appropriateness in Kindergarten Curriculum

摘要: 幼儿园课程的文化适宜性不能仅由地方资源的文化特色来判断，还要看文化内容能否转化为儿童可参与的经验。文章基于相关研究和政策文本，辨析文化适宜性与发展适宜性的关系，并以社区称呼为设想情境，分析以文化名称替代课程目标、以成人展示替代儿童参与、以预设成果替代过程证据三类偏差。针对这些偏差，提出识别生活联系、提炼探究问题、组织连续经验和依据过程证据调整的路径，并讨论教师能力、时间条件及文化敏感性带来的实施挑战。文章认为，文化意义、儿童参与和发展需要应在课程实施中共同接受检视。需要注意的是，研究所提路径尚需实践研究检验。

Abstract: The cultural appropriateness of a kindergarten curriculum cannot be determined solely by the cultural characteristics of local resources. Cultural content must also become an experience in which children can participate. Drawing on policy documents and relevant research, this article clarifies the relationship between cultural and developmental appropriateness. A hypothetical situation involving forms of address in a community illustrates three risks: substituting cultural labels for curricular goals, adult displays for children’s participation, and predetermined products for evidence from the learning process. The article proposes identifying links with children’s lives, formulating questions for inquiry, organizing connected experiences, and revising activities on the basis of process evidence. It also discusses challenges involving teachers’ capabilities, time, and cultural sensitivity. Cultural meaning, children’s participation, and developmental needs must be examined together throughout implementation. The proposed pathway requires further empirical examination.