欧洲国家发展普惠性学前教育的路径选择  

The Experience of the Development of Generally Beneficial Preschool Education in European Countries

作　　者：刘焱[1] 武欣[1] LIU Yan;WU Xin(Faculty of Education,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《比较教育研究》2019年第1期69-75,84,共8页International and Comparative Education

基　　金：2018年度国家社科基金重大项目"我国普惠性学前教育公共服务体系建设的路径和机制研究"(项目编号:18ZDA337)研究成果之一

摘　　要：随着欧洲国家学前教育普及的不断推进,"可获得""付得起""有质量"的普惠性学前教育逐步成为各国发展与普及学前教育的基本方向和政策定位。近年来,欧洲国家通过立法明确幼儿入园的权利、将学前教育纳入义务教育、对处境不利儿童进行重点保障等措施确保学前教育资源的"可获得";通过加大政府财政投入、增加免费学时的供给、对处境不利家庭幼儿提供补贴与支持等路径确保学前教育收费"付得起";通过构建保教一体化的学前教育管理体系、加强教师队伍建设、完善质量监测与评价体系等措施确保学前教育的"有质量"。In recent years, with the continuous popularization of preschool education in Europe, "availability", "affordability" and "quality" has gradually become the orientation of the policy to popularize the generally beneficial preschool education in all countries. European countries have provided the availability of preschool education places through three ways including legal entitlement to preschool education, compulsory preschool education and expanding access for disadvantaged children. There were three main paths to supply affordable preschool education services, such as increasing government financial funding, adding free hours and more subsidies and support for disadvantaged children. What’s more, European countries have been ensuring the quality of pre-school education from three aspect, such as constructing integration management system, improving the quality of teachers, and building quality supervision and evaluation system of preschool education.

关 键 词：欧洲国家 学前教育 普惠性学前教育 

分 类 号：G619.3[文化科学—学前教育学] G7.5[文化科学—教育学]