差别性创造性对话性过程性——后现代视域下我国幼儿教育的应然选择

后现代主义是从20世纪60年代开始逐渐形成、发展、壮大的一种哲学思潮。它的一系列主张和观点对现代教育思潮和改革产生了深刻的影响,也对当前幼儿教育改革具有重要价值和意义。在后现代主义思潮影响之下,当前幼儿教育在教育目标、师生关系、课程设置和幼儿学习等方面都需要进行相应的调整和变革。     

Lesson Study with preservice teachers: Lessons from lessons

This article examines a 2-year process of integrating Lesson Study—a form of teacher-led professional development—into an introductory course on the principles of teaching for students majoring in early childhood education. The course is taught in conjunction with beginning practicum work in area schools. We describe obstacles, modifications, and outcomes as we adapted the Lesson-Study process to help preservice teachers pay closer attention to instructional strategies (such as questioning techniques, anticipating student responses, and how lesson flow affects student understanding), and become more comfortable with constructive criticism by focusing on the lesson plan rather than the teacher.     

Experiencing the real context between families,schools, and community relationships: transforming preservice teachers’ perceptions

ABSTRACT

This Reflection on Practice is based upon a change in the undergraduate course Family and Community Relations. Historically, this course has been taught on campus in a lecture format, as well as small and large group activities. However, during a spring semester at a midsized Midwestern University, it was altered to provide more direct experiences for preservice teachers (PSTs) with families in a local child care program. This change was grounded in the belief that PSTS need “authentic experiences with families”(Pedro, Miller, & Bray, 2012, p.13). In addition to being in classrooms at the end of the child care day to interact with parents and participating in parent/teacher conferences, the PSTs planned and implemented two family events as well as created a space for families in the child care program’s entry area. Reflections from the instructor’s journal and feedback from parents and administrators following the events indicated a change in the PSTs behavior resulting in increased professionalism and a desire to do their best for the families of the early childhood program. This outcome suggests that providing PSTs opportunities to work directly with families as part of their educational program holds promise for the possibility of transformative learning to occur.     

The Role of Preschools and Preschool Teachers: Icelandic preschool educators' discourses

The purpose of the study was to investigate how preschool teachers in Iceland view early childhood education and the professional preschool teacher. Focus groups consisting of early childhood educators in Iceland were interviewed. Each of four focus groups comprised educators who held similar positions. They were: (1) preschool teachers; (2) preschool directors; (3) preschool consultants; and (4) educators of preschool teachers. Data were analyzed using strategies of qualitative inquiry. The analysis revealed dilemmas concerning the use of concepts such as teaching and care, cooperation with the primary schools, the organization of the preschool day, and the role of preschool teachers in children's learning. The results were interpreted in the light of postmodern perspectives of the child and early childhood institutions.     

父亲参与：幼儿园教育教学的呼唤

父亲在幼儿园教育教学中起着举足轻重的作用,越来越多的研究者也将焦点集中在对父亲参与的研究上。文章以已有研究为基础,梳理父亲参与的概念,分析父亲参与的价值,探究父亲参与缺失的原因,着重研讨提高父亲参与幼儿园教育教学水平的策略。为了提高父亲的参与度,转变父亲的教养观念是前提,开展针对性的教育活动是条件,发挥正确社会舆论的导向作用是动力,完善相关法律和制度建设是保障。     

加快推进《学前教育法》立法进程

学前教育是人生发展的奠基性教育,是基础教育的基础,对义务教育质量、国民素质提高和社会发展具有重要的奠基性作用。随着我国社会发展,特别是发展观的转变,学前教育的公益性及其重要的基础性作用日益为人们所认识。加快推进《学前教育法》立法进程,不仅是解决我国当前学前教育事业发展中诸多根本性问题的现实选择,而且是保障其健康、有序、可持续发展的迫切需要。建议突破思路,抓住核心问题,明确学前教育性质和政府职责,创新体制机制,争取在近年内制定出台《学前教育法》。     

Starting School: Welcoming Young Children and Families into Early School Experiences

Throughout the world, young children and their families anticipate the start of school with expectations and hopes, as well as concerns. Although the approaches and customs differ from one nation, region, or culture to another, one constant is the recognition that a collaborative effort is needed to welcome young children and their families into formal schooling experiences. The transition process should be proactive and responsive to the children’s needs. This article addresses four key components of appropriate support for young children who are starting school: (1) a consideration of the developmental characteristics of young children, (2) a recognition of factors that affect adjustment to new situations, (3) the establishment of relationships with families, and (4) the implementation of strategies that assist young children in making this important transition. Strategies for assisting children who are beginning their school careers are shared.     

美国学前教育质量评级与促进系统评介

以州政府为主体施行质量评级与促进系统,是美国保障和提升学前教育质量的一项新举措,其目的在于通过评级以及一系列专业支持和财政刺激措施,促进幼教机构提升教育质量,同时增加幼教机构质量信息对家长的透明度,提高家长的辨别和选择能力。它的运行方式呈现出市场化的理念,在质量评估内容上表现出全面化、细致化的趋向。该系统在价值取向、评估内容、运行理念3个方面对我国学前教育质量保障体系的建设具有借鉴意义。     

历史上湘西苗疆的学校教育

湘西大规模的学校教育始于清代,当地的苗族士人可以享受到一定的倾斜政策。20世纪上半叶,中原地区战乱不休,日本又挑起了全面的侵华战争,政治和教育重心西移,这使湘西地区相对安定,教育继续得到发展。     

童年的主要特质及其教育意蕴

儿童不是小大人\",是现代儿童观的一个基本原理。为什么说儿童不是小大人,儿童的世界与成人世界究竟有什么不同?这种不同对教育而言又意味着什么?本文尝试从五个方面,即儿童\"热衷于游戏活动\",\"喜欢读童话一类的儿童文学作品\",\"能基于本能和无意识主动自发地学习\",\"存在发展的敏感期或关键期\",\"心理发展遵循一定的顺序\",对上述问题作了系统的解答。     

"I Didn't Expect That I Would Get Tons of Friends More Each Day": Children's experiences of friendship during the transition to school

This article presents some of the findings from a study that explores the complex nature of the transition to school, and looks specifically at 23 children's experiences of friendship and the way in which this impacted on their early experiences of school. Observations of the children, and interviews with the children, their families and their teachers, revealed that not only did friends play a vital role in facilitating the children's transition to formal schooling, they also assisted directly in facilitating the children's learning. Conversely, a lack of friends was related to a more difficult transition, the repercussions of which often extended for some time. The article suggests that parents/caregivers and teachers may wish to take a proactive role in providing opportunities for children to make friends during their transition to school.     

农村贫困地区幼儿保育和教育现状及其发展政策建议——以中部某省某国家级贫困县N镇为个案

农村贫困地区的幼儿保育和教育工作是我国实现全民教育目标所面临的最大难点。本研究选取我国中部某国家级贫困县N镇作为个案,以联合国教科文组织亚太办事处列出的21项幼儿保育和教育指标为基本框架,采取个人访谈、文献收集和现场观察等方法对农村贫困地区幼儿保育和教育工作开展现状展开全面调查。结果显示,N镇的幼儿保育现状和幼儿教育现状都十分不容乐观,存在的主要问题包括留守幼儿保育状况令人担忧;祖辈们的保育知识匮乏,保育方式不科学;幼儿保育医疗卫生条件差;幼儿园任课教师专业合格率偏低;幼儿园教育小学化倾向严重;地方政府对幼儿教育缺乏重视。造成这些问题的根源主要是我国现有相关法律法规不完善,管理体制存在弊端,幼儿教师农村就业渠道不畅。为促进我国农村贫困地区幼儿保育与教育工作的发展,应尽快制定内容完整的《幼儿保育和教育法》,完善我国幼儿保育与教育治理结构,重建其投资体制,加大中央政府与省级政府的投入职责,在政府引导下构建多种共同促进幼儿保育与教育工作发展的伙伴关系。     

日本幼小衔接热潮剖析

本文在对近几年日本出现的幼小衔接热潮的发展历程和主要特点进行研究的基础上,对其原因进行了分析,认为地方分权化的推动、小一问题的驱使和终身教育思潮的影响是当今日本出现幼小衔接热潮的主要原因.     

Student Success in First-Year University Physics and Mathematics Courses: Does the high-school attended make a difference?

This paper considers school factors that contribute to a successful transition from high school to first-year university Physics courses at the University of British Columbia by employing a two-level hierarchical model. It is assumed that there is a relationship between student performance and the high school they graduated from. It is shown that school location and type affect student performance: students from public schools in the Metro Vancouver area perform better in first year compared to students from independent schools and schools in distant communities. The study also considers rankings of schools based on student performance in first-year university Physics and Calculus courses. These university-based rankings differ significantly (essentially in reverse order) from the well-known Fraser Institute rankings based on measures internal to high schools.     

芬兰《幼儿教育和保育国家课程指导》的内容与启示

《幼儿教育和保育国家课程指导》是芬兰政府颁布的指导芬兰幼教工作的纲领性文件。芬兰的幼儿教育和保育强调尊重儿童的内在价值,为儿童发展提供支持。在课程实施中体现公平性、整体性、集体性、环境舒适性、快乐性、语言中心等原则:课程内容主要包括数学、自然科学、社会-历史、艺术、道德和宗教一哲学等六个方面。芬兰《幼儿教育和保育国家课程指导》重视保障体系的建构,关注地方差异,强调政策的弹性,对我国具有借鉴意义。