标准化与适宜性:美国康涅狄格州学前课程标准的均衡化探析

Standardization and Suitability:Analysis of Equalization on the Curriculum Standards of Preschool Education in Connecticut of the United States

学前课程标准与学前课程性质、目标、内容框架等学前课程要素直接相关,它为学前教育的具体教学与课程评价提供了直观的参照建议。面对国家教育标准化与地方教育适宜化的双重诉求,美国康涅狄格州在均衡相关学前课程标准的施教理念与实践方式的基础上,采用了上下标准关联且地方化处理的学前教育课程标准。美国康涅狄格州所遵循的各层级学前教育课程标准的内容特点及其相互联系,深刻地揭示出学前课程标准的制定方式与实践思路,体现出课程标准的整体性和递进性、阶段性和层次性,以及时间性和发展性等内在属性。

Pre-school curriculum criteria, directly related to such pre-school curricu- lum factors as pre-school curriculum characteristics, goal, and content framework and so on, which have offered explicit referenced suggestions on pre-school teaching practice and curriculum assessment. Confronting with the double appealings of national education stan- dardization and local education appropriateness as well, based on the balance of preschool curriculum standard of the teaching theory and practice way, the pre-school curriculum cri- teria system that satisfied the above requirements properly has been constructed by the US Connecticut State. The content characteristics of pre-school curriculum criteria with vari- ous levels in the Connecticut State and their interrelationships, have deeply revealed the for- mulating means and practice conception of the pre-school curriculum criteria, also have re- flected the intrinsic properties of integrity and progressiveness, multistage and hierarchy, timeliness and development.