芬兰学前教育政策价值取向调整、推进举措及成效  

Value Orientation Adjustment, Promotion Initiatives and Effectiveness of Finnish Preschool Education Policy

作　　者：孙晓轲[1] SUN Xiaoke(Normal School,Changzhou Institute of Technology,Changzhou 213022,China)

机构地区：[1]常州工学院师范学院,江苏常州213002

出　　处：《外国教育研究》2020年第10期104-116,共13页Studies in Foreign Education

基　　金：江苏省高校哲学社会科学研究重大项目"以家庭社区为杠杆的0-3岁婴幼儿早期保教质量提升之政策支持系统研究"(项目编号:2017ZDIXM010)。

摘　　要：芬兰学前教育政策早在20世纪二三十年代开始发展,到90年代已经被提到政治议程上来。之后,深受欧盟、经济合作与发展组织等的影响,在人力资本理论、知识经济的助力与推动下,进入了政策调整适应期。其学前教育政策价值取向从性别平等逐步转向了儿童权益和未来投资。芬兰政府采取了一系列措施,以管理体制改革为切入点,以课程政策和教师政策的改革和规范为抓手,为调整后的政策价值取向保驾护航。芬兰政策价值取向的调整取得了一定的成效,加强了学前教育相关利益者的价值认同,提升了学前教育质量,同时也在一定程度上确保了学前教育政策的稳定性和延续性。Finnish preschool education policy began to develop in the 1920s and 1930s,and has been put on the political agenda by the 1990s.After that,deeply influenced by the European Union,the Organisation for Economic Cooperation and Development and so on,with the help and promotion of human capital theory and knowledge economy,it entered the policy adjustment and adaptation period.The value orientation of preschool education policy has gradually shifted from gender equality to children's rights and future investment.The Finnish government has taken a series of measures to protect the adjusted policy value orientation by taking the reform of management system as the starting point and the reform and standardization of curriculum policy and teacher policy as a handle.The adjustment of policy value orientation has achieved certain results,strengthened the value identity of preschool education stakeholders,improved the quality of preschool education,and ensured the stability and continuity of preschool education policy to a certain extent.

关 键 词：芬兰 学前教育 政策 价值取向 

分 类 号：G61[文化科学—学前教育学] G531[文化科学—教育学]