对美国学前教育课程标准化实践的思考及其启示——基于美国北卡罗来纳州两个学前教育机构的个案研究

发布时间：2018-04-20 10:04

本文选题：美国课程标准化运动 + 幼儿园课程实践　；参考：《学前教育研究》2014年01期

【摘要】：美国自20世纪80年代末以来实施的"课程标准化"运动对美国学前教育的发展既是良机,也是挑战。宏观上,对美国学前教育体系的整体发展和增进社会公平产生了积极影响;为决策者、教育工作者、父母及社会大众监控、测量及持续改善儿童的学业成就与学校品质提供了共同的参考框架;为学前教育机构课程和教学提供了支持,指明了方向。但是,这一标准化运动也着实给教师的课程实践带来不小的挑战,引发了课程实践的系列变化,包括课程结构的调整、课程组织方式的变化、课程评价的改变等。研究标准化背景下美国学前教育机构的课程实践,对落实我国《3~6岁儿童学习与发展指南》具有借鉴和启示作用。
[Abstract]:The "Curriculum Standardization" movement implemented in the United States since the late 1980s is a good opportunity and a challenge to the development of American preschool education. At the macro level, it has had a positive impact on the overall development of the American preschool education system and the promotion of social equity; it has been monitored by policy makers, educators, parents and the general public. The measurement and continuous improvement of children's academic achievement and school quality provide a common frame of reference and provide support and direction for the curriculum and teaching of pre-school institutions. However, this standardization movement has also brought great challenges to teachers' curriculum practice, which has led to a series of changes in curriculum practice, including the adjustment of curriculum structure, the change of curriculum organization, the change of curriculum evaluation, and so on. The research on the curriculum practice of American preschool education institutions under the background of standardization can be used for reference and enlightenment for the implementation of the guide for learning and development of children aged 3 to 6 in our country.
【作者单位】：山东英才学院学前教育研究院;华东师范大学学前与特殊教育学院;
【基金】：山东省社会科学规划课题“山东省处境不利儿童补偿教育机制研究”(批准号:12DJYJ02)的阶段性研究成果
【分类号】：G619.712

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