我国“有质量”的学前教育发展内涵与实现进路

Quality Preschool Education in China:Development Connotation and Realization Approach

21世纪以来,追求高质量学前教育已成为世界各国的共识,国际社会均将高质量学前教育视为构筑国家财富的重要标志之一。在我国,《中国教育现代化2035》也明确提出了“普及有质量的学前教育”这一发展目标。融合“客观主义”和“相对主义”的质量内涵,本文阐析了我国学前教育质量的三重价值诉求及五维核心要素,提出了政府、机构、家庭对话联动,课程和师资、制度和监测等要素系统建设的质量框架体系;从学前教育质量的可负担、公平均衡和持续活力三方面梳理了我国“有质量”学前教育发展的现实困境;并从儿童发展目标重构、课程和师资提升、公共服务体系完善三方面为未来的实现进路提出了建议。

Since the 21st century,the pursuit of high-quality preschool education has become the global consensus,and the international community has regarded preschool education as one of the important symbols of building the wealth of nations.China’s Education Modernization 2035 also clearly puts forward the development goal of“universal quality preschool education”.With an integration of objectivist and relativist approaches in defining quality,this paper expounds three levels of value appeal and five dimensions of core elements of preschool education quality in China,and proposes a government-organisation-family dialogue mechanism and a quality framework including curriculum,teachers,educational system and monitoring.It sorts out the realistic dilemmas in the development of China’s quality preschool education from affordability,equitability and sustainability.Then,the paper advises to reconstruct early childhood development goals,enhance the quality of preschool curriculum and teachers,and improve the public service system of early childhood education and care.