协商式课程在美国幼儿教育中有着较为广泛的实践。该课程是师生共同协商建构的课程。规划、对话、纪录是建构该课程的三个相互循环影响的关键要素。课程主体的多元性与平等性、课程目标的差异性与变化性、课程内容的生成性与多向性、课程实施的建构性与合作性、课程评价的发展性与反思性是其显著的实践特征。协商式课程的中国化已具有了一定的文化适宜性,其对我国幼儿教育课程改革的核心价值是创新幼儿教育课程文化。 Negotiation courses have a wide range of practices in early childhood education in the United States. This course is a course that teachers and students jointly negotiate to construct. Planning, dialogue, and documentation are key elements in building the three cyclical effects of the course. The diversity and equality of subjects, the differences and changes of curriculum objectives, the generative and multidimensionality of curriculum content, the construction and cooperation of curriculum implementation, the development and reflection of curriculum evaluation are notable practices feature. The consultative course of Chinese has a certain cultural suitability, its core value of the reform of early childhood education in our country is the innovation of early childhood education curriculum culture.