摘要
自涉足学前教育以来,OECD学前教育政策经历了从主张多样化发展到追求“最佳实践”的转向。“全球教育改革运动”的盛行、构建全球标准化教育治理体系的需要、国家/地区间学前教育发展差异明显是这一转向背后的主要动因。这一转向也带来了多重现实隐忧,体现在矮化学前教育的育人价值、造成学前教育的“文化殖民”、遮蔽学前教育的“复杂性”、引发学前教育政策的“趋同化”。应审慎对待最佳实践的“价值”与“效能”平衡问题、数据依赖性问题以及应用限度问题。
Since entering in preschool education,OECD's preschool education policies have undergone a shift from advocating for diversity to pursuing "best practices".The prevalence of the "Global Education Reform Movement",the need to build a global standardized education governance system,and the significant differences in the development of preschool education between countries/regions are the main driving forces behind this shift.This shift has also brought multiple hidden concerns,reflected in the dwarfing of the educational value of preschool education,causing "cultural colonization" of preschool education,obscuring the "complexity" of preschool education,and triggering the "convergence" of preschool education policy.The balance between "value" and "effectiveness" of best practices,data dependency issues,and application limitations should be approached with caution.
作者
单文顶
王小英
SHAN Wending;WANG Xiaoying(Faculty of Education,Jiangsu University of Technology,Changzhou 213001,China;Faculty of Education,Northeast Normal University,Changchun 130024,China)
出处
《外国教育研究》
CSSCI
北大核心
2024年第5期77-89,共13页
Studies in Foreign Education
基金
2023年度江苏省社会科学基金青年项目“江苏县域婴幼儿托育服务可及性的提升路径研究”(项目编号:23JYC006)
江苏省教育科学“十四五”规划2021年度课题一般项目“学前教育机构教育质量监测体系的国际比较研究”(项目编号:C-c/2021/01/17)
2022年度江苏高校哲学社会科学研究一般项目“美国学前班入学准备评估体系构成与运行机制研究”(项目编号:2022SJYB1294)。
关键词
OECD
学前教育政策
最佳实践
多样化发展
OECD
preschool education policy
best practices
diversified development
