境外学前教育机构的特点及对我国的启示  

Foreign Pre-school Education and Its Implications for China

作　　者：徐丽玲[1] 

机构地区：[1]长沙师范学院教育系

出　　处：《中华女子学院学报》2015年第2期100-104,共5页Journal of China Women＇s University

基　　金：湖南哲学社会科学基金2012年课题"湖南农村地区普及学前教育的模式研究"的部分研究成果;项目编号:2YBB011

摘　　要：境外学前教育机构类型丰富。多数国家和地区都采取公办与民办相结合的学前教育办学体制,公办学前教育比例逐渐提高,少数发达国家开展了免费的学前教育。发达国家和地区学前教育机构的服务对象已经从主流社会群体的儿童拓展到弱势群体或家庭的儿童,年龄上向低龄延伸,还有一些国家设置了专门的学前教育机构服务于农村偏远地区。大部分国家注重学前教育机构办学条件建设,并出台了比较严格的学前教育机构注册标准。我们应借鉴先进经验,丰富学前教育类型,提高公办比例,延伸服务范围,严格学前机构标准,改善园所办学条件,推动学前教育普及。Foreign preschools are of various types. Most countries have adopted pre-school systems combining public and private, and have gradually increased the proportion of pre-school education, as well as the development of free pre-schooling in a few developed countries. Countries and regions serving preschool children have expanded from mainstream social groups to the child or family, and age levels have been lowered. Some countries have set up special pre-sehool institutions serving rural and remote areas. Most countries focus on conditions ~f pre-school institution building, and have introduced more stringent standard preschool registration. We have to learn from these experiences and diversity of preschool types, and increase the proportion of public extension services, install strict standards for pre-school institutions, improve conditions, and promote universal ore-schooling

关 键 词：学前教育 学前教育机构 幼儿园 境外学前教育机构 

分 类 号：G619[文化科学—学前教育学]