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写在前面:2001年1月、2月,本刊曾以连载形式刊发了我国第一位学前教育专业博士后张博博士的《教师:儿童“对话”的伙伴——一种“对话教育”的主张》一文。自那以后,“对话”一词逐渐在我国学前教育界流行起来。2001年6月,教育部颁布了《幼儿园教育指导纲要(试行)》,新《纲要》虽说并没有“对话”一词,但其指导思想充分支持了“对话教育”的主张。对话是没有端点,也没有常规和固定线路的,因此,以往我们熟识的具有“常规”和“固定”特性的“计划”就有了重新阐释的必要。于是,就有了黄进博士的这篇——
Written in the front: In January and February 2001, we published a series of articles entitled “Dialogue Education” by our partner “Teacher: Children’s Dialogue”, the first Postdoctoral Ph.D. postdoctoral doctor in China, Proposition “a text. Since then, the word ”dialogue“ has gradually become popular in preschool education in our country. In June 2001, the Ministry of Education promulgated the ”Guidance Outline for Kindergarten Education (Trial)“. Although the new ”Outline“ did not contain the word ”dialogue,“ its guiding ideology fully supported the idea of ”dialogue education.“ Dialogue has no endpoints and no regular or fixed lines, so the ”regular“ and ”fixed" features we knew of in the past were reinterpreted. So, there is Dr. Huang Jin’s this -