【摘要】 在当前的幼儿园课程实践中，幼儿经验经常处于隐身、异化的贬抑性状态，其课程意义未能得到准确诠释。杜威的经验哲学强调教育课程与儿童经验的有机联系，为重新审视幼儿经验与课程的关系提供了有益启示。幼儿经验是幼儿园课程建设的起点与基础，其交互性与连续性在一定程度上决定了课程的组织方式与课程的个体意义。作为幼儿发展必须获得的经验，关键经验既具有经验的特征，又是通向教育目标的桥梁。幼儿园课程应努力实现以问题解决为驱动，以儿童视角为立场，以关键经验为经纬，以幼儿具身参与为载体，综合助力幼儿园课程质量的提升。更多还原

【Abstract】 In current kindergarten curriculum practice, children’s experiences are often in a state of invisibility and alienation, and its curriculum significance cannot be accurately interpreted. Dewey’s empirical philosophy emphasizes the organic connection between educational curriculum and children’s experience, which provides useful enlightenment for re-examining the relationship between children’s experience and curriculum. Children’s experience is the starting point and foundation of the curriculum construction of kindergarten, and their interactivity and continuity determine the organization of curriculum and its individual significance to a certain extent. As the experience that must be acquired in early childhood development, key experience not only embodys the characteristics of experience but also acts as the bridge to educational goals. Kindergarten Curricula should strive to be driven by problem solving, adopt the child’s perspective, use key experiences as a guide and take children’s embodied participation as a carrier, so as to comprehensively enhance the quality of kindergarten curricula.更多还原