补偿与超越补偿——兼论文化立场上乡村学前教育质量的评价问题

Compensation and Overcompensation——On the Evaluation of the Quality of Rural Preschool Education from a Cultural Standpoint

现代公共学前教育的价值在促进儿童个体发展和提升社会效益方面都有体现。20世纪,针对处境不利儿童的补偿性学前教育在反贫困和阻断贫困代际传递方面的贡献,强化了人们对学前教育社会效益的关注,致使技术理性逐步扩张,学前教育的价值导向走向偏狭,文化缺失越发突出。如何超越补偿,实现学前教育的内在价值?研究者提出,宜强调文化立场上的学前教育发展,建立文化适宜的学前教育质量体系,提升学前教育的内在价值。以乡村学前教育为例,可借助乡村文化来助推学前教育的本土化发展,以文化价值激发乡村学前教育发展的生命力,以文化适宜来超越补偿性学前教育的藩篱,发展适合我国乡村文化特色的学前教育。

The value of modern public preschool education has been reflected in the promotion of individual child development and the enhancement of social benefits;in the 20th century,the contribution of compensatory preschool education for disadvantaged children in fighting poverty and interrupting the intergenerational transmission of poverty has intensified people’s attention to the social benefits of preschool education,resulting in the gradual expansion of technical rationality,the narrowing of the value orientation of preschool education,and the increasing prominence of cultural deficiencies.How to go beyond compensation and realize the intrinsic value of preschool education?The researchers suggest that it is appropriate to emphasize the development of preschool education from a cultural standpoint,establish a culturally appropriate quality system for preschool education,and enhance the intrinsic value of preschool education.Taking rural preschool education as an example,rural culture can be used to help promote the localization of preschool education,stimulate the development of rural preschool education with cultural values,and use cultural appropriateness to transcend the boundaries of compensatory preschool education and develop preschool education that is culturally appropriate for rural China.