美、英、澳、新四国学前儿童学习品质的基本结构、实践立场与启示  

On Basic Structures, Features and Reflections of Preschoolers’ Approaches to Learning in US, UK, Australia and New Zealand

作　　者：徐鹏[1] 史贝贝 Xu Peng;Shi Beibei(Faculty of Education ,Beijing Normal University ,Beijing, 100875;Mianhua Hutong Kindergarten of xicheng District,Beijing ,100875)

机构地区：[1]北京师范大学教育学部,北京100875 [2]北京市西城区棉花胡同幼儿园,北京100875

出　　处：《幼儿教育（教育科学）》2018年第5期34-39,共6页Early Childhood Education(Educational Sciences)

基　　金：国家社会科学基金教育学重点课题“学前教育中长期发展目标及推进策略研究”(课题编号:AHA160008);北京师范大学教育学部学生科研基金资助项目“学前儿童学习品质行为指标与支持策略研究”(项目批准号:1610027)的研究成果之一

摘　　要：美国、英国、澳大利亚和新西兰等国家都非常重视学前儿童学习品质的培养。本研究通过梳理四国学前儿童学习品质的基本结构，分析四国学前儿童课程文本中有关学习品质培养的实践立场，认为可从转变传统观念、厘清核心内涵、优化培养方式、注重实践导向、完善评价工具五个方面着手，促进我国学前儿童学习品质的培养。us, UK, Australia and New Zealand highlight cultivating preschoolers＇ approaches to learning. By reviewing the basic structures of preschoolers＇ approaches to learning in the four countries, this paper analyzes the standpoints of the four countries in the cultivation of preschoolers＇ approaches to learning. The researchers believe that the cultivation of preschoolers＇ approaches to learning in China can be promoted from five aspects： changing traditional opinion, clarifying the core content, op- timizing cultivation methods, valuing practice, and perfecting assessment tools.

关 键 词：学前儿童 学习品质 基本结构 启示 

分 类 号：G619[文化科学—学前教育学]