英国学前儿童社会性教育改革的时代背景与内容特点——基于2021版《早期基础阶段法定框架》的分析  

The Context, Contents and Characteristics of Social Education for Preschool Children in the UK Based on the Statutory Framework for the Early Years Foundation Stage (2021)

作　　者：赵梦雅 刘晶波[1] ZHAO Mengya;LIU Jingbo(School of Educational Science,Nanjing Normal University,Nanjing 210097 China)

机构地区：[1]南京师范大学教育科学学院,南京210097

出　　处：《学前教育研究》2022年第7期31-42,共12页Studies in Early Childhood Education

基　　金：江苏高校哲学社会科学研究重大项目“新时代家庭教育理论与实践探新”(编号:2018SJZDA8)。

摘　　要：为避免英国脱欧后走向孤立主义,维护国家团结,加强社会凝聚力,同时解决英国学前儿童社会性发展面临的时代困境,英国政府在2021年3月颁布的新版《早期基础阶段法定框架》中首次将学前儿童“个人、社会与情感发展”(Personal,Social and Emotional Development,简称PSED)置于身体发展之前,强调PSED是儿童认知发展的基础,对健康快乐的生活质量至关重要,并明确阐述了该领域教育的原则、目标与内容。这极大地拓宽了儿童社会性发展的空间,突出了情感在儿童道德发展中的积极作用,实现了从“表现型目标”到“学习型目标”的转向。我国学前儿童社会性教育应以发展儿童的社会关系为本,明确其对社会团结整合、儿童全面发展的重要价值;鼓励儿童道德想象力的发展,通过感觉理解他人情境、感知他人情绪、调整道德行为,平衡自然性与社会性的矛盾;支持儿童主动学习与探索,不断设立并努力实现与自身能力相匹配的小目标,建立正确的享受观,培养儿童主动创造与奉献的能力。How to take the reform of social education as the starting point to solve the dilemma of international relations and social class contradictions faced by Britain is one of the important reasons for the promulgation of the Statutory Framework for the Early Years Foundation Stage in 2021. The policy must broaden the space for children’s social development;take emotion as the moral basis and encourage children to show more valuable altruistic behavior;regard the enjoyment of achievements as the essential needs of children and stimulate the goal orientation from“performance”to“learning”. Early social education in China should take the development of social relations as its essence,give play to children’s moral imagination and active learning,establish correct concepts of enjoyment and cultivate children’s ability to actively create and contribute.

关 键 词：社会性教育 社会关系 道德想象力 “学习型目标” 

分 类 号：G619.561[文化科学—学前教育学]