有效学前教育机构的特征——英国EPPE项目对我国学前教育质量政策制定的意义  

The Characteristics of Effective Pre-School Settings——The Significance of EPPE Project for Chinese Education Quality Policy

作　　者：秦金亮[1] 李轩[1] 方莹[1] 

机构地区：[1]浙江师范大学杭州幼儿师范学院,浙江杭州310012

出　　处：《外国教育研究》2017年第1期15-26,共12页Studies in Foreign Education

基　　金：国家社会科学基金教育学2011年重点招标课题"保障适龄儿童接受基本而有质量的学前教育政策与机制研究"(项目编号:AHA201100042)

摘　　要：高质量的、有效的学前教育机构的特征应该是什么?通过质量改进政策能达到什么?英国EPPE项目通过量化、质化研究分析归纳出了有效学前教育机构的类型、结构及过程特征,并对12所学前教育机构进行深入的个案研究,将其研究成果运用到学前教育质量政策中。该项目与英国学前教育质量政策间的关联为我国学前教育质量政策制定提供了可能的路径。由此揭示的英国"循证政策的知识交换模式"对我国学前教育决策制定与推进有重要意义。What＇s the characteristics of effective pre-school settings？ What extent does the policy can be changed through improving quality？ The EPPE team used quantita- tive and qualitative method to analyze the characteristics of effective pre-school settings about type, structure and process, to deeply study 12 cases of pre-school settings, and finally concluded the important findings for pre-school education quality policy. The link between effective pre-school settings and the policy in England applies possibilities and meth- ods to the policy in China. Moreover, the knowledge exchange model for evidence inspires Chinese policy makers through studying the EPPE project.

关 键 词：有效学前教育机构 特征 教育质量政策 

分 类 号：G619[文化科学—学前教育学] G561[文化科学—教育学]