外国教育研究

2020, v.47;No.358(04) 20-38

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学前儿童学习目标、学习内容和学习评估:国外课程指南文献比较
Preschool Children's Learning Goals,Contents and Assessment:Comparison Among Curricula Guidelines in Foreign Countries

成子娟;
CHENG Zijuan;School of Education,Jilin International Studies University;

摘要(Abstract):

学前儿童学习发展是各国政府、学前教育机构、办学团体和家长共同关注和探讨的课题。研究选取了新加坡、英国、澳大利亚、芬兰和美国的学前课程指南文献进行比较,从中探讨这五个国家培育学前儿童的方向、学前儿童的学习内容和学习评估等方面的共同特征和差异。分析结果表明:五国一致聚焦于儿童体能、健康、认知、情绪、群性、科学探索、艺术创意和个性的全面发展。儿童全面发展依赖于综合学习活动。但是,在跨学科综合学习还是超学科综合学习方面存在差异;儿童是否需要评估,评估所涉及的儿童年龄和学习表现指标的构成等,也表现出各国的特色。
Preschool children's learning and development are of great concern and importance among the directions to explore by governments,preschool educational institutions,school,and parents. We examined documents in preschool curriculum in Singapore,England,Australia,Finland and American,in order to analyze their common characteristics and differences in terms of their learning goals,contents and assessment. Results show that these five countries consistently focused on children' whole person development in their physical fitness,health,language,social/emotion,scientific exploration curiosity,artistic creativity and personality. This whole person development relied very much on an integrated learning approach. There were,however,subtle differences in whether the integrated learning was based on an interdisciplinary integration or on a transdisciplinary integration.Whether children need to be assessed,the age at which the children would be assessed and the indicators would be used for children performance were also different across these five countries.

关键词(KeyWords): 学前儿童;学习目标;学习内容;学习评估
preschool children;learning goals;learning contents;learning assessment

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作者(Author): 成子娟;
CHENG Zijuan;School of Education,Jilin International Studies University;

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