【摘要】 为我国“托幼一体化”战略筑牢贯穿0～6岁的育人哲学根基，是理论研究的紧迫使命。本研究突破当前对策性研究范式，回溯至20世纪初中国教育家张謇与美国教育家杜威的理念交汇点，为这一战略提供了至关重要的历史参照。研究发现，张謇与杜威虽路径各异，却共同勾勒出一幅连贯的、以儿童为中心的教育图景：二者对经验连续性的强调，为打破“托”与“教”的壁垒提供了理论支撑；对身心整体发展的倡导，为0～6岁全周期培育夯实了基础；“教育即社会”的理念，则为构建一体化教育生态提供了核心框架。因此，深入挖掘二者思想精髓，既是对“托幼一体化”育人思想的历史溯源，也为构建中国特色0～6岁托幼一体化教育体系，奠定了坚实的理论根基、擘画了清晰的实践路径。更多还原

【Abstract】 Establishing a solid pedagogical and philosophical foundation that spans the 0-6 age range is an urgent mission for the theoretical research underpinning China’s “integrated early childhood education and care(ECEC)” strategy. This study moves beyond the current paradigm of policy-oriented research by tracing back to the intellectual convergence between Chinese educator Zhang Jian and American educator John Dewey in the early 20 th century, providing a crucial historical frame of reference for this strategy. The research finds that, despite their different paths, Zhang Jian and Dewey jointly sketched a coherent, child-centered vision of education. Their shared emphasis on the continuity of experience provides a theoretical underpinning for breaking down the barriers between “care”(tuo) and “education”(jiao). Their advocacy for holistic development of mind and body solidifies the foundation for comprehensive cultivation across the 0–6 age span, and their concept that underlines education as a social process offers a core framework for building an integrated educational ecosystem. Therefore, an in-depth exploration of the essence of their philosophies not only traces the historical origins of the pedagogical thought behind integrated ECEC but also lays a solid theoretical foundation and charts clear practical pathways for constructing a 0-6 integrated ECEC system with Chinese characteristics.更多还原