早期学习标准与发展适宜性教育的冲突、融合及其启示  

Early Learning Standards and Developmentally Appropriate Practice:Progress,Conflicts,Coordination and Inspiration

作　　者：郭力平[1] 

机构地区：[1]华东师范大学学前教育与特殊教育学院

出　　处：《幼儿教育（教育科学）》2008年第10期12-18,共7页Early Childhood Education(Educational Sciences)

基　　金：国家社科基金项目“3~6岁儿童的学习与发展标准的研究”(项目编号：BHA060033);华东师范大学985“教师教育平台建设”项目细化课题的成果之一

摘　　要：本文分析了美国发展适宜性教育与早期学习标准的发展历程以及两者之间的冲突与融合。结合我国学前教育的文化背景与发展特点,笔者对即将颁布的《3～6岁儿童学习与发展指南》的实施提出了三方面建议:谨防标准导向下的课程变成为标准而标准的训练;标准的落实需要质量监管与评价机制作保障;标准实施的关键在于有效的教师专业准备。This paper gives brief introduction to the development history of Developmentally Appropriate Practice and Early Learning Standards,and analyzes the conflicts between Early Learning Standards and Developmentally Appropriate Practice and the approaches to their coordination.In view of the cultural background and developmental features of preschool education in China,the author offers advice for the implementation of the Guidelines of Learning and Development of 3-6-year-old Children in China from 3 aspects:it should be ensured that the standard-oriented curriculum mustn’t be allowed to become training just for standards;early learning standards should be guaranteed by quality monitoring and assessment system;and the key of implementation lies in effective preparation for teacher education.

关 键 词：早期学习标准 发展适宜性教育 《3~6岁儿童学习与发展指南》 

分 类 号：G610[文化科学—学前教育学]