幼儿园课程公平的现实状况与优化策略

The Status Quo of Kindergarten Curriculum Fairness and Its Optimization Strategies

学前教育公平是构建教育公平与社会公平的基础。教师作为课程实施的主体,其所具有的课程公平观念和课程公平行为是实现与维护学前教育公平的微观条件,也是反映幼儿园课程公平现状的重要指标。本研究对来自全国7个地区的2143名幼儿园教师进行问卷调查,同时对南京市城乡两所幼儿园进行个案研究。结果发现,幼儿园教师的课程公平观念处于较高水平,且优于其课程公平行为;教龄、园所等级、性别、专业背景、幼儿园的专业引领会影响幼儿园教师的课程公平观念;年龄、教龄、职称、学历、园所等级、性别、月收入、专业背景、课程公平观念、专业能力、时间精力、与班级保教人员的相互配合、幼儿园的专业引领、相关政策制度保障会影响幼儿园教师的课程公平行为。为促进幼儿园课程公平,幼儿园教师应进一步提升自身的儿童权利观念与课程公平观念,提高自身观察与支持幼儿的专业能力,同时政府和幼儿园应为幼儿园教师提供相应的政策制度保障。

It is particularly urgent to pay attention to the fairness in the process of kindergarten curriculum implementation.Based on the questionnaire survey in seven regions of China and case studies of two kindergartens in urban and rural areas of Nanjing city,the problems in the current practice of kindergarten curriculum fairness and the optimization strategies of kindergarten curriculum fairness were discussed.The results show that the status quo of kindergarten teachers’conception of curriculum fairness is at a relatively high level and better than their curriculum fairness behaviors.Teaching age,kindergarten level,gender,professional background,and professional guidance given by kindergarten have effects on preschool teachers’conception of curriculum fairness,while age,teaching age,professional title,educational background,kindergarten grade,gender,monthly income,professional background,conception of curriculum fairness,professional ability,time and energy,and cooperation with class nurses affect their behaviors of curriculum fairness greatly.Kindergarten curriculum fairness can be promoted by further cultivating kindergarten teachers’conception of curriculum fairness and children’s rights,improving their professional ability to observe and support children,and providing institutional guarantee for them in time and space.