英国学前教育的再出发——基于2017年《早期基础阶段法定框架》的分析
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摘要
英国政府为进一步促进早期教育公平、平衡学前教育普及与质量、明晰培养目标,于2017年4月颁布了新版《早期基础阶段法定框架》,强调以"强有力的知识"打破有权者的价值灌输、建立公平的起点与未来;推行统一的教育质量发展标准、确保学前教育质量与规模的齐头并进;以享受世界为最高教育需求、实现儿童认识世界与改造世界的目标。其对我国学前教育工作的启示在于:重视价值论的知识观,促进教育公平与教育效率的统一;建立"一体化"的管理机制,协调学前教育质量与规模的发展;引导儿童享受世界,实现儿童自我认识和自我教育的教育目的。
In order to further promote the fairness of early education, balance the prevalence and quality of preschool education, and clarify the training objectives, in April 2017,the new government promulgated the "Basic Framework for Early Basic Stages", the statutory framework emphasizes "powerful knowledge" to break the value inculcation of right holders, establish a fair starting point and future; to promote a unified education quality development standard, ensure the quality and scale of pre-school education go hand in hand; to achieve the goal of children's understanding of the world and transforming the world by enjoying the world's highest educational needs. Drawing on its advanced experience, China's pre-school education should emphasize the knowledge view of value theory, promote the unification of education equity and education efficiency; establish an "integrated" management mechanism, coordinate the development of pre-school education quality and scale;guide children to enjoy the world and realize the educational purpose of children's self-awareness and self-education.
In order to further promote the fairness of early education, balance the prevalence and quality of preschool education, and clarify the training objectives, in April 2017,the new government promulgated the "Basic Framework for Early Basic Stages", the statutory framework emphasizes "powerful knowledge" to break the value inculcation of right holders, establish a fair starting point and future; to promote a unified education quality development standard, ensure the quality and scale of pre-school education go hand in hand; to achieve the goal of children's understanding of the world and transforming the world by enjoying the world's highest educational needs. Drawing on its advanced experience, China's pre-school education should emphasize the knowledge view of value theory, promote the unification of education equity and education efficiency; establish an "integrated" management mechanism, coordinate the development of pre-school education quality and scale;guide children to enjoy the world and realize the educational purpose of children's self-awareness and self-education.
引文
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[31]The Telegraph. Teenagers Worse at Maths Than in 1970s,Figures Show[EB/OL].[2012-01-21]. http://www.telegraph.co.uk/education/education news/9344505/Teenagers-worse-at-maths-thanin-1970s-figures-show.html.
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[33]Tim Oates. Could Do Better:Using International Comparisons to Refine the National Curriculum in England[R]. University of Cambridge Local Examinations Syndicate,2010:6-14.
[34]Brahm Norwich. Dilemmas of Difference,Inclusion and Disability:International Perspectives and Future Directions[J]. Cambridge Journal of Education,2008,38(3):442-443.
[35][法]保罗·朗格让.终身教育导论[M].滕星,等,译.北京:华夏出版社,1988:16-57.
[36]世界全民教育大会.世界全民教育宣言:满足基本学习需要[EB/OL].[2011-11-30].http://chenlie2005.blog.163.com/blog/static/5584704520076184113438.http://chenlie2005.blog.163.com/blog/static/5584704520076184113438,2011-11-30.
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[38][德]卡尔·马克思.马克思主义政治经济学原理[M].余学本,译.北京:北京大学出版社,2000:21-26.
[39][美]小威廉姆·E.多尔.后现代课程观[M].王红宇,译.北京:教育科学出版社,2000:156.
[40]薛晓阳.知识社会的知识观——关于教育如何应对知识的讨论[J].教育研究,2001,(10):25-30.
[41]联合国教科文组织.全球教育发展的历史轨迹[M].北京:教育科学出版社,1999:422.
[42][美]阿尔温·托夫勒,等.创造一个新的文明[M].陈峰,译.上海:上海三联书店,1996:8.
[43]王春燕.中国学前课程百年发展、变革的历史与思考[D].南京:南京师范大学,2012:10.
[44]庞丽娟.加快立法为学前教育发展提供法律保障[J].中国教育学刊,2019,(1):1.
[45]Michael Young,David Lambert. Knowledge and the FutureSchool[M]. London:Bloomsbury,2014:60.
[46]Walberg,H. J.. Losing Local Control of Education:Cost and Quality implications[J]. Educational Researcher,1994,(23):19-26.
[47]李丽,魏玉华,张长英.幼儿园教师关于教学活动中高质量师幼互动特征的内隐观分析[J].学前教育研究,2017,(10):38-48.
[48][美]弗罗姆.爱的艺术[M].成都:四川人民出版社,1986:56-76.
[49]叶澜,等.“新基础教育”研究史[M].北京:教育科学出版社,2010:10.
[50][51]岳欣云,冯海珍.儿童主动发展:教育的根本使命[J].首都师范大学学报(社会科学版),2016,(2):136-141.
[52][美]埃里希·弗罗姆.人心——人的善恶天性[M].福州:福建人民出版社,1988:106-107.
[2]PM Commons statement on the result of the EU referendum[EB/OL].(2016-06-27). https://www.gov.uk/government/speeches/pm-commons-statement-on-the-result-of-the-eu-referendum-27-june-2016.
[3]2010 to 2015 government policy:scottish referendum[EB/OL].[2018-06-27]. https://www.gov.uk/government/publications/2010-to-2015-government-policy-scottish-referendum.
[4]刘仁营,肖娇.西式民主制度局限性的集中暴露——对英国“脱欧”和美国大选的反思[J].红旗文稿,2017,(1):33-36.
[5][15]Department For Education. Educational Excellence Everywhere[EB/OL].(2016-03-17).https://www.gov.uk/government/publications/educational-excellence-everywhere.
[6]Society for Research in Child Development. Do You Believe In Magic?:What We Can Expect From Early Childhood Intervention Programs,2003[R]. Social Policy Report of Child Development,2003:1.
[7][8]Schweinhart,Lawrence. The HighScope Perry Preschool study through age 40:Summary,conclusions,and frequently asked questions[EB/OL].(2006-04-28). http://www.docin.com/p662305390.html.
[9]Jame J. Heckman,Alan B. Krueger. Inequality in America:What role for human capital policies?[M]. London:The MIT Press,2005:5-26.
[10]Furlong,J.&Oancea,A.. Assessing quality in applied and practice-based research in education:a framework for discussion[EB/OL].(2012-07-20). https://www.sensepublishers.com/-files/9-789087907082PR.pdf.
[11]冯晓霞.努力促进幼儿教育的民主化[J].学前教育研究,2002,(2):9-10.
[12][美]萨缪尔森,诺德豪斯.经济学[M].萧琛,译.北京:中国发展出版社,1992:1252-1253.
[13]Annual Report 2007-2008. Ministry of Women and Child Development,Government of India[EB/OL].(2011-12-16). http://wcd.nic.in/.
[14]Department for Education. Parents overwhelmingly satisfied with free early education[EB/OL].(2012-06-28). https://www.education.gov.uk/inthenews/inthenews/a00210866/early-education-statistics.
[16]OECD Country Note:Early Childhood Educationand Care Policy in the United Kingdom[EB/OL].(2000-12-03)[2014-03-05]. http://www.oecd.org/unitedkingdom/2535034.pdf.
[17]The impact of the Early Year Foundation Stage[EB/OL].(2010-11-10). http://www.ofsted.gov.uk/publications/100231.
[18]OECD. The Well-being of Nations:The role of Human and Social Capital[EB/OL].(2016-08-24). http://www.oecd.org/site/worldforum/33703702.pdf.
[19]The Coalition's social policy record:policy,spending and outcomes 2010-2015[EB/OL].(2015-02-17). https://www.escholar.manchester.ac.uk/uk-ac-man-scw:259677.
[20][英]洛克.洛克说自由与人权[M].高适,译.武汉:华中科技大学出版社,2012:101-116.
[21]Department for Education. 2018 early years foundation stage:assessment and reporting arrangements(ARA)[EB/OL].(2017-10-16). https://www.gov.uk/government/publications/2018-early-yearsfoundation-stage-assessment-and-reporting-arrangements-ara.
[22]Secada W. G.. Equity in Education[M]. London,New York:Falmer,1989:82.
[23]Abigail P.. A Forest Preschool for the Bay Area:A Pilot Study for a New Nature Based Curriculum[D]. San Rafael,CA:Dominican University of California,2013:10.
[24]王承绪,徐辉.战后英国教育研究[M].南昌:江西教育出版社,1992:46.
[25]Early Years Foundation Stage[EB/OL].(2014-04-04)[2015-11-08]. http://www.gov.uk/government/uploads/system/uploads/attachment data/file/301256/2014_EYFS_handbook.pdf.
[26]张建珍.英国课程改革的“知识转向”[J].教育研究,2017,(8):152-158.
[27][28]Young,M.,Muller,J.. Three Educational Scenarios for the Future:Lessons from the Sociology of Knowledge[J]. European Journal of Education,2010:(1):11-27.
[29]Young,M.,Muller,J.. Curriculum and the Specialization of Knowledge[J]. New York:Routledge,2015,(1):37-48.
[30]Department for Education. The Framework for the National Curriculum—A Report by the Expert Panel for the National Curriculum Review[EB/OL].(2011-10-15). https://www.gov.uk/government/publications/framework-for-the-national-curriculum-a-report-by-the-expertpanel-for-the-nationalcurriculum-review.
[31]The Telegraph. Teenagers Worse at Maths Than in 1970s,Figures Show[EB/OL].[2012-01-21]. http://www.telegraph.co.uk/education/education news/9344505/Teenagers-worse-at-maths-thanin-1970s-figures-show.html.
[32]Independent. I'd Have Forced GCSE Changes,Says OfqualBoss Glenys Stacey[EB/OL].(2012-09-11). http://www.independent.co.uk/news/education/education-news/id-have-forced-gc-sechanges-says-ofqual-boss-glenys-stacey-8125570.html.
[33]Tim Oates. Could Do Better:Using International Comparisons to Refine the National Curriculum in England[R]. University of Cambridge Local Examinations Syndicate,2010:6-14.
[34]Brahm Norwich. Dilemmas of Difference,Inclusion and Disability:International Perspectives and Future Directions[J]. Cambridge Journal of Education,2008,38(3):442-443.
[35][法]保罗·朗格让.终身教育导论[M].滕星,等,译.北京:华夏出版社,1988:16-57.
[36]世界全民教育大会.世界全民教育宣言:满足基本学习需要[EB/OL].[2011-11-30].http://chenlie2005.blog.163.com/blog/static/5584704520076184113438.http://chenlie2005.blog.163.com/blog/static/5584704520076184113438,2011-11-30.
[37]Childcare inspections and outcomes[EB/OL].(2015-05-31)[2015-10-27]. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/443529/02_Childcare_inspections and outcomes key findings as at 31 March 2015.pdf.
[38][德]卡尔·马克思.马克思主义政治经济学原理[M].余学本,译.北京:北京大学出版社,2000:21-26.
[39][美]小威廉姆·E.多尔.后现代课程观[M].王红宇,译.北京:教育科学出版社,2000:156.
[40]薛晓阳.知识社会的知识观——关于教育如何应对知识的讨论[J].教育研究,2001,(10):25-30.
[41]联合国教科文组织.全球教育发展的历史轨迹[M].北京:教育科学出版社,1999:422.
[42][美]阿尔温·托夫勒,等.创造一个新的文明[M].陈峰,译.上海:上海三联书店,1996:8.
[43]王春燕.中国学前课程百年发展、变革的历史与思考[D].南京:南京师范大学,2012:10.
[44]庞丽娟.加快立法为学前教育发展提供法律保障[J].中国教育学刊,2019,(1):1.
[45]Michael Young,David Lambert. Knowledge and the FutureSchool[M]. London:Bloomsbury,2014:60.
[46]Walberg,H. J.. Losing Local Control of Education:Cost and Quality implications[J]. Educational Researcher,1994,(23):19-26.
[47]李丽,魏玉华,张长英.幼儿园教师关于教学活动中高质量师幼互动特征的内隐观分析[J].学前教育研究,2017,(10):38-48.
[48][美]弗罗姆.爱的艺术[M].成都:四川人民出版社,1986:56-76.
[49]叶澜,等.“新基础教育”研究史[M].北京:教育科学出版社,2010:10.
[50][51]岳欣云,冯海珍.儿童主动发展:教育的根本使命[J].首都师范大学学报(社会科学版),2016,(2):136-141.
[52][美]埃里希·弗罗姆.人心——人的善恶天性[M].福州:福建人民出版社,1988:106-107.