OECD学前教育政策的转向及其动因、现实隐忧与反思
The Turning of OECD's Preschool Education Policy and Its Motivation,Realistic Concerns,and Reflection
单文顶 1王小英2
作者信息
- 1. 江苏理工学院教育学院,江苏常州 213001
- 2. 东北师范大学教育学部,吉林长春 130024
- 折叠
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.
Abstract
Since entering in preschool education,OECD's preschool education poli-cies 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 stan-dardized 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 educa-tional value of preschool education,causing"cultural colonization"of preschool education,obscuring the"complexity"of preschool education,and triggering the"convergence"of pre-school education policy.The balance between"value"and"effectiveness"of best practices,data dependency issues,and application limitations should be approached with caution.
关键词
OECD/学前教育政策/最佳实践/多样化发展Key words
OECD/preschool education policy/best practices/diversified develop-ment引用本文复制引用
基金项目
江苏省社会科学基金青年项目(2023)(23JYC006)
江苏省教育科学规划课题一般项目(十四五)(2021)(C-c/2021/01/17)
江苏省高等学校哲学社会科学研究一般项目(2022)(2022SJYB1294)
出版年
2024
NETL
NSTL
万方数据