学前版PISA(IELS)的实施争议及其方案探索  

The Dispution of Pre-school PISA(IELS)and Its Possible Scheme

作　　者：周森 杨艳辉 ZHOU Sen;YANG Yanhui(Faculty of Education, Southwest University, Chongqing,400715)

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《现代基础教育研究》2020年第1期81-87,共7页Research on Modern Basic Education

摘　　要：联合国经合组织于2016年在PISA测试的基础上针对5岁幼儿启动了一项学前教育的国际标准化评估项目,主要测试内容分为四大维度:识字、算术、自我调节、移情和信任。这一项目被称作学前版的PISA,然而,该项目存在一定争议,专家批评IELS测试忽视了民族和地域文化的多样性,并对量化测评手段也提出质疑。文章基于多元智力理论和光谱方案,明确了学前测评可能的发展方向,力求最大限度地尊重智力与文化的多样性和学前教育自身的规律,为学前教育评估贡献中国智慧。The United Nations Economic Cooperation and Development Organization(OECD)launched the International Early Learning Study(IELS)for 5-year-old children in 2016,the so-called pre-school version of the PISA project.Its major testing content can be divided into four dimensions:literacy,arithmetic,self-regulation,and empathy and trust.However,this project has been controversial since educational experts have criticized it for neglecting the diversity of national and regional cultures and questioned the effectiveness of its quantitative evaluation methods.Based on multiple intelligence theory and project spectrum,this paper shows a possible direction of preschool assessment development,and strives to bring greater respect to the diversity of intelligence and culture and the rules of preschool education,and contributes Chinese wisdom to preschool education assessment.

关 键 词：IELS 学前教育 文化多样性 多元智力理论 光谱方案 

分 类 号：G61[文化科学—学前教育学]