【摘要】 考察游戏在我国学前教育课程中的地位变迁可以发现：游戏最先只是蒙学教育的诱导手段；近代以来逐渐成为学前教育的课程内容，然只有部分游戏受到重视；新中国成立后游戏作为学前教育课程基本活动的地位逐步确立；21世纪以来，人们就游戏与课程的融合与转化开展了许多有益的探索，出现了“课程游戏化”“游戏课程化”“游戏课程”等游戏与课程融合的理念。游戏在我国学前教育课程中地位的变迁，逐步彰显了儿童视角，反映了保护儿童的游戏权及游戏的本体价值等价值取向。游戏与课程的互生与共生是当下乃至未来我国学前教育课程改革的基本追求。实现这一愿景，应进一步依托《幼儿园保育教育质量评估指南》，加强儿童立场与扎根本土的学前教育游戏课程建设。更多还原

【Abstract】 Examining the changes in the status of play in the curriculum of early childhood education in China reveals a historical progression: initially, play was merely used as inductive means in early education; in modern times, it gradually became a part of the curriculum in early education, though only certain play received attention; after the establishment of the People’s Republic of China, the status of play as a fundamental activity in the curriculum of early childhood education was gradually solidified; since the 21st century, valuable explorations have been conducted on the integration and transformation of play and curriculum, giving rise to concepts such as “curriculum gamification,” “play curriculumization,” and “play-based curriculum,” reflecting the integration of play and curriculum. The evolving status of play in the curriculum of early childhood education in China gradually highlights the child’s perspective and reflects the values of safeguarding children’s right to play and recognizing the intrinsic value of play. The interdependence and symbiosis of play and curriculum represent the fundamental pursuit of current and future reforms in the curriculum of early childhood education in China. To achieve this vision, it is essential to further rely on the Guidelines for the Quality Assessment of Kindergarten Care and Education,strengthen the child’s perspective, and root the construction of early childhood education game curriculum in the local context.更多还原