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“活教育”是陈鹤琴教育思想的核心。他提倡的儿童中心主义的幼儿教育对中国幼儿教育现代化有很大贡献。仓桥物三出生于日本静冈市,毕业于东京大学哲学学科(心理学专业),后任东京女子高等师范学校教员。从学生时代开始他就对幼儿园教育进行考察,研究儿童心理。1917年,35岁的仓桥物三任东京女子高等师范学校附属幼儿园园长,对幼儿教育进行深入的研究。仓桥物三于1920～1922年留学美国,归国后,他与附属幼儿园的教师们共同研究,并于1935年出版了《系统保育案的实际》一书。此书提出了以生活为中心,以“诱导保育案”为核心,对幼儿进行教育。二战后,仓桥物三以《保育要领——幼儿教育手册》(文部省组织编写)的编集为中心工作,并创立了日本保育学会,并被选为会长。陈鹤琴和仓桥物三同处于20世纪美国新教育运动时代,都在美国留学,接触到了新教育思想。归国后他们把新教育理论运用于本国的幼儿教育,对本国幼儿教育影响很大。本文拟对两者的幼儿教育理论作一比较。一、幼儿教育的目的
“Live Education” is the core of Chen Heqin’s educational thought. He advocated child-centered early childhood education has contributed greatly to the modernization of early childhood education in China. Born in Shizuoka City, Japan, Cangqiao III graduated from the philosophy department of psychology at the University of Tokyo and later served as a faculty member at the Tokyo Girls’ Normal College. From the beginning of the student era, he inspected kindergarten education to study children’s psychology. In 1917, 35-year-old Kurahashi three-day Tokyo higher normal school nursery school director, in-depth study of early childhood education. After studying in the United States from 1920 to 1922, Kurahashiwa studied together with teachers in ancillary kindergartens and published the book The Practicality of Systemic Conservation Case in 1935. This book puts forward that taking life as the center and educating young children with “induced childcare cases” as the core. After World War II, Kurahashi 3 worked mainly on the compilation of “Conservation Guide - Early Childhood Education Manual” (written by MEXT) and founded the Japan Conservation Society and was elected president. Chen Heqin and Kurahashi Sanjo, both in the era of the United States new education movement in the 20th century, have studied in the United States and have come into contact with the new educational thought. After returning from their country, they apply the new education theory to their own early childhood education and have a great influence on their early childhood education. This article intends to compare the two theories of early childhood education. First, the purpose of early childhood education