中国与新加坡学前儿童语言领域课程框架比较研究——以《3-6岁学前儿童学习与发展指南》和NEL Framework 2022为例

A Comparative Study on the Language Curriculum Frameworks for Preschool Children in China and Singapore—Taking The Guidelines for Learning and Development of Preschool Children Aged 3-6 and NEL Framework 2022 as Examples

以我国《3-6岁儿童学习与发展指南》和新加坡《NEL课程框架(2022年修订)》为研究对象,运用比较研究法,对两国语言领域课程框架的儿童观、课程核心价值、课程目标和教学原则进行比较分析。研究表明:两国都肯定儿童作为“学习的主动建构者”这一核心理念;注重培养良好的学习品质为后继学习做准备,但新加坡的学习品质剖析更为具体;遵循儿童语言学习的规律,但新加坡更注重贯彻家国情怀的渗透和衔接;包含了教学建议,但新加坡更为细化。据此,提出完善《指南》的建议:坚持过程与目的统一,强化家国情怀培育;游戏与准备协同,推动科学衔接进程;指导与自主兼顾,提升教育建议的效能。

Taking China’s Guidelines for Learning and Development of Preschool Children Aged 3-6 and Singapore’s NEL Curricu⁃lum Framework(Revised 2022)as the research object,this paper makes a comparative analysis of children’s views,curriculum core values,curriculum objectives and teaching principles in the language curriculum frameworks of the two countries by using the method of comparative research.The results show that:Both countries affirm the core concept of children as“active constructors of learning”;Both of them focus on cultivating good learning qualities to prepare for subsequent learning,but the analysis of learning quality in Sin⁃gapore is more specific;Both of them follow the principles of children’s language learning,but Singapore pays more attention to the penetration and cohesion of stages in implementing the feelings of family and country;Both of them include teaching recommenda⁃tions,but Singapore is more specific.Based on this,suggestions for improving China’s“Guide”are put forward:the process and pur⁃pose should be unified to strengthen the cultivation of feelings of family and country;Games and preparation should be coordinated to promote the process of scientific convergence;Guidance and autonomy should be balanced to enhance the effectiveness of educational suggestions.