新制度主义视域下农村幼儿园教育“小学化”治理困境与制度重构

Dilemma and Institution Reconstruction of the Tackling of“Teaching Young Children Primary-school-level Lessons”in Rural Kindergartens under the Perspective of New Institutional Sociology

新制度主义视域下,农村地区幼儿园教育“小学化”治理困境在于规制性要素的摇摆和抽象;规范性要素的笼统与运行无序以及文化-认知因素的制约与早期教育价值迷失。从系统构建“去小学化”的政策体系、重构幼儿园教育的特定角色和运行规范、重塑社会对幼儿园教育“小学化”治理的共同认知图式是农村幼儿园走出“小学化”治理困境的有效路径。

"Teaching Young Children Primary-school-level Lessons" in Rural Kindergartens has long been a problem hard to be uprooted. From the perspective of new institutional sociology, the paper holds that the present situation is mainly caused by the shaky and abstract regulatory factors, the overgeneralized norm and irregular operation, and the loss of the value of early education. To tackle the problem of"teaching young children primary-school-level lessons"in rural kindergartens in an effective way, efforts should be made in constructing corresponding policy system, reconstructing the special role and operation norms of kindergarten education, and remodeling the whole society ’s common cognitive schemas of to the phenomenon.