作　　者： ;

机构地区： 华东师范大学教育科学学院国际与比较教育研究所

出　　处： 《西北师大学报（社会科学版）》 2022年第2期29-37,共9页

摘　　要： 传统的国际组织与新兴的国际公民社会组织、跨国私人权威均促进了社会情感学习及其相关课程在全球的实施。以美国儿童委员会开发的“第二步”课程为研究对象,分析不同主体在“第二步”课程本土化过程中做出的协商与阐释,反思教育全球化与本土化的关系。采取质性研究方法,以访谈、参与式观察为主,文本搜集与分析为辅,发现第二步课程从全球到本土的过程中经历了四层本土化,非营利性组织、公司、研究者、园长与教师基于不同的诉求对第二步课程进行主动建构。由此得出如下结论:教育产品的跨国流通呈现出“非本土性”脉络与本土形式的统一;课程本土化是多元互动、多线并进的过程;专业参与是全球与本土良性互动的基础。 Traditional international organizations,new international civil society organizations and transnational private authorities promoted the implementation of social-emotional learning and related curricula globally.This paper analyses “The Second Step” curriculum developed by the American Council for Children,explores the negotiations and interpretations made by different subjects in the process of localizing the Second Step curriculum,and reflects on the relationship between globalization and localization in education.This paper adopted qualitative research by the interview,participatory observation and text collection and analysis.The result shows that the Second Step curriculum undergoes four levels of localization in the process from global to local,with non-profit organizations,companies,researchers,and directors and teachers of kindergarten actively constructing the Second Step curriculum based on different demands.In conclusion,the cross-border circulation of educational products displays the unity of“non-local”and local forms;Curricula localization is a process of multiple interaction;Professional participation is the base for positive interaction between globalization and localization.

关 键 词： 社会情感类课程 全球化 本土化 幼儿园

领　　域： [文化科学—学前教育学] [文化科学—教育学]