自20世纪80年代以来,国际幼儿教育课程发展出现了一个新的变化:研究者开始关注课程是否为儿童提供了一定的社会文化背景。仔细揣摩课程的社会文化定义,我们可以发现两个共生并重的走向特征:文化的多元性和文化的本土性。这种既矛盾又统一的现象并存于当代课程研究中,成为具有时代性的课程特征。一课程文化的多元性基于多元文化教育的理念。多元文化教育的研究者认为,全球社会经济和技术的高度发展已经打破了教育的国家界限和族群界限。在这种时代背景下,我们的课程应 Since the 1980s, a new change has taken place in the development of international preschool education curriculum: researchers began to pay attention to whether the curriculum provided a certain social and cultural background for children. By carefully examining the social and cultural definitions of the curriculum, we can find two characteristics that are both symbiotic and equal: cultural pluralism and cultural localism. This phenomenon of both contradiction and unity coexist in the study of contemporary curriculums and becomes a curriculum characteristic of the times. The diversity of a course culture is based on the concept of multicultural education. Researchers in multicultural education argue that the global socio-economic and technological advancement has broken the national and ethnic boundaries of education. In this era, our curriculum should be