课程标准化背景下美国学前教育课程实践与存在问题的研究
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摘要
美国自20世纪80年代末以来,发起了“基于标准的课程改革”,在全球范围内引发了巨大反响。我国也不例外,教育部已于2006年与联合国儿童基金会合作开展了中国《3-6岁儿童学习与发展指南》的制定工作。研究美国正在进行中的课程标准化运动,能对学前教育的理论和实践提供一些思考,为我国相关领域提供有益的借鉴。
本研究通过对国内外相关文献的分析,厘清美国实施学前教育课程标准的背景、缘由、内容及特点；深入美国的学前教育机构,以课程实践作为基点,对美国学前教育机构的两个个案进行参与式观察和文本分析,展示课程标准化背景下美国学前教育课程实践静态与动态的现状与特征；在观察与文本分析的基础上,以课程标准实践者——教师为中介,通过结构性、非结构性、随机访谈和问卷调查再现课程标准与教师之间的冲突、协调与发展；归纳与分析课程标准化背景下美国学前教育课程实践的变化及存在的问题,包括课程旨向的位移、课程结构的调整、教学范式的变化和课程评价的改变等,探寻引发教师困惑与冲突及课程实践现状与变化的根源。结合我国学前教育现状,提出发展我国学前教育的建议。
Since the late1980s, the United States launched the Standard-based Curriculum Reform which had huge impact on the whole worldwide, and China is no exception. Ministry of Education cooperated with the UNICEF to carry out the drawing up of "Learning and Developing Guide for3-6Year Old Children" in2006. It is necessary to take a comprehensive study on the ongoing American standardization movement of curriculum, which can provide us some reference for the theory and practice of early childhood education, and the other related fields.
In this study, the background, reason, content and features of curriculum standard implemented by the United States government are clarified by reviewing the research literature; The present static and dynamic situation and characteristics of the curriculum practice in kindergarten and preschool case are shown by participant observation and textual analysis; The conflicts, coordination and development between the curriculum standard and the teachers are reflected by the use of structural, non-structural, random interviews and teachers questionnaire on the basis of observing the activities in the kindergarten and preschool and analyzing the text data. What change happened in the curriculum practice after the government having carried out the curriculum standard is summarized, such as displacement of the curriculum aim, the adjustment of curriculum structure and the change of teaching model and evaluation. As well as the exploration is made on why the teachers have conflicts, why the curriculum practice has changed and why the status of curriculum practice is like this. Meanwhile combining our country's early childhood education status, the proposals of developing our own early childhood education are put forward.
本研究通过对国内外相关文献的分析,厘清美国实施学前教育课程标准的背景、缘由、内容及特点；深入美国的学前教育机构,以课程实践作为基点,对美国学前教育机构的两个个案进行参与式观察和文本分析,展示课程标准化背景下美国学前教育课程实践静态与动态的现状与特征；在观察与文本分析的基础上,以课程标准实践者——教师为中介,通过结构性、非结构性、随机访谈和问卷调查再现课程标准与教师之间的冲突、协调与发展；归纳与分析课程标准化背景下美国学前教育课程实践的变化及存在的问题,包括课程旨向的位移、课程结构的调整、教学范式的变化和课程评价的改变等,探寻引发教师困惑与冲突及课程实践现状与变化的根源。结合我国学前教育现状,提出发展我国学前教育的建议。
Since the late1980s, the United States launched the Standard-based Curriculum Reform which had huge impact on the whole worldwide, and China is no exception. Ministry of Education cooperated with the UNICEF to carry out the drawing up of "Learning and Developing Guide for3-6Year Old Children" in2006. It is necessary to take a comprehensive study on the ongoing American standardization movement of curriculum, which can provide us some reference for the theory and practice of early childhood education, and the other related fields.
In this study, the background, reason, content and features of curriculum standard implemented by the United States government are clarified by reviewing the research literature; The present static and dynamic situation and characteristics of the curriculum practice in kindergarten and preschool case are shown by participant observation and textual analysis; The conflicts, coordination and development between the curriculum standard and the teachers are reflected by the use of structural, non-structural, random interviews and teachers questionnaire on the basis of observing the activities in the kindergarten and preschool and analyzing the text data. What change happened in the curriculum practice after the government having carried out the curriculum standard is summarized, such as displacement of the curriculum aim, the adjustment of curriculum structure and the change of teaching model and evaluation. As well as the exploration is made on why the teachers have conflicts, why the curriculum practice has changed and why the status of curriculum practice is like this. Meanwhile combining our country's early childhood education status, the proposals of developing our own early childhood education are put forward.
引文
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5编者注：处与对研究个案的匿名保护,在此赘述的课程标准内容不注明详细的出处,但是均以个案所在州的课程标准为本,一‘对应进行的翻译、注释与分析。
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1此处教师说的没有游戏的时间是基于所在学区的规定：孩了们在园时间每50分钟就应该有10分钟的读写时间,那么一天算下来,孩子们的读写时间就需要150分钟。而按照学区的规定,孩子们每天还要进行1.5个小时的数学时间,0.5个小时的社会时间,0.5小时的科学时间,0.5个小时的专业课时间、0.5小时的户外活动时间,0.5小时的吃饭时间,10分钟的餐点时间,及早上的20分钟的工作时间和15分钟的离校时间。而孩子们在园的时间一共才6个小时50分钟。这样子算下来就根本不可能有游戏的时间。
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4在美国的5岁幼儿园中,主班教师负责语言、科学和数学(还有一个专门的老师也负责一周一次的科学专业课),实施的是主题式综合化课程,艺术、音乐、体育和第二语言课程都是由专业老师来负责的,鉴于本人研究的需要及时间限制,在研究中只关注了主班教师、科学和视觉艺术(我国通常意义上的美术课)教师的课程实施,而没有涉及音乐、体育、法语和其它艺术领域的课程。
5编者注：处与对研究个案的匿名保护,在此赘述的课程标准内容不注明详细的出处,但是均以个案所在州的课程标准为本,一‘对应进行的翻译、注释与分析。
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