法国学前三年纳入义务教育:多此一举还是另有他意?  

Preschool as Compulsory Education in France: Superfluous or Other Purposes

作　　者：武欣[1] WU Xin(Faculty of Education,Beijing Normal University,Beijing,100875,China)

机构地区：[1]北京师范大学教育学部

出　　处：《基础教育》2019年第5期32-40,共9页Journal of Schooling Studies

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”(项目批准号:18ZDA337)成果之一

摘　　要：在过去的250年里,法国学前三年基本实现了普及均衡、免费可及、幼小衔接的一体化发展,成为准义务教育。2019年9月法国学前三年纳入义务教育,仅覆盖2.6万尚未入园的幼儿,对接近100%的入园率不会掀起太大波澜,由此,学前三年纳入义务教育是否多此一举?一方面,法国将学前三年纳入义务教育作为政治工具,以期实现打破贫困的代际循环、促进社会公平、加快法兰西共和价值观渗透等多方意图。另一方面,这一政策的颁布与实施也将面临诸多的挑战与争议,如不能有效解决当前存在的大班额、低师幼比、教师队伍培训后劲不足、公共财政投入水平相对较低等问题,则难以保障与实现这一政策的有效预期,学前三年纳入义务教育的政策也可能变成一纸空文。During the preschool education development in 250 years,preschool education in France which has been generally popular,free and comfortable the integrated transition from kindergarten to primary school,has become a quasi-compulsory education.Because there will not be much improvement in enrollment rate,and only cover the 26,000 children who have not yet accept ECEC,this policy of preschool as compulsory education in France in September 2019 redundant and unnecessary?On the one hand,the pre-school education as compulsory education is used as a political tool to achieve many aspects of breaking the intergenerational cycle of poverty,promoting social equity,and accelerating the penetration of the French Republican values.On the other hand,if the existing problems cannot be effectively solved,such as large class size,low teacher-student ratio,insufficient training of teachers,and insufficient public finances,it may be difficult to guarantee the effectiveness and expected goals of the policy,and this policy may also become a piece of paper.

关 键 词：法国 学前教育 义务教育 挑战与困境 

分 类 号：G619[文化科学—学前教育学]