平衡与衔接:美国“K学段”教育高质量发展的对策与启示

The Balance and Transitions:Countermeasures and Enlightenments from the Development on High-quality Kindergarten Program in United States

美国0～8岁早期教育旨在建构一种无缝衔接的高质量教育体系,其中5～6岁的K学段恰好处于从学前教育向小学教育的过渡阶段,具有一种承上启下的独特性。然而近二十年来,美国K学段教育在理念和实践层面一直陷入"发展取向"与"学业取向"之争,因两者之间无法达到平衡,而造成无法延续学前教育的高质量。为此,美国新泽西州和华盛顿州先后以全面而具体的"K学段指南"为对策,从儿童发展、学习环境、成人与儿童互动、课程、教学实践、一日活动安排、学校—家庭—社区联系、评价、衔接和教师专业发展等维度明确了高质量的K学段教育的内涵。美国K学段教育追求"高质量"的对策对我国幼儿园大班学段教育,有着重要而切实的启发。

The early childhood continuum from birth through age eight in the United States aims to provide a seamless,high-quality early education system. As the part of this system,kindergarten program for 5-6 years-old that is a transition year from preschool to elementary school has been unique link linchpin between the preceding and the following.However,over the past two decades,kindergarten programs had been caught up in the ideas and practice between'development orientation'and'academic orientation',and high-quality of preschools education had not continually been implemented,because the balanced relationship between the two orientations was not be attained. Thus,in order to attain the same high quality,the state kindergarten guidelines of New Jersey and Washington State were provided early or late,including connotations of high-quality kindergarten on the child development,learning environment,teacher-child interactions,curriculum,teaching practices,daily schedule,school-family-community connections,assessment,transitions and professional development of teachers. Pursuing high-quality kindergarten in United States has great and practical enlightenments for the senior kindergarten class of China.