2010—2022年间我国学前教育政策的发展变迁  

The Vicissitude of China’s Preschool Education Policy from 2010 to 2022

作　　者：曾彬[1] 刘燕[1] ZENG Bin;LIU Yan(China West Normal University,Nanchong,Sichuan,637000)

机构地区：[1]西华师范大学,四川南充637000

出　　处：《呼伦贝尔学院学报》2024年第2期13-18,共6页Journal of Hulunbuir University

摘　　要：新中国成立以来,我国学前教育政策历经萌芽期、形成期、发展期和完善期。已有研究认为2010年以后为学前教育政策的完善期,在完善期的2010—2022年间国家共出台71项关于学前教育的政策,政策类型覆盖“通知”“意见”“规程”等,而颁布主体也大都由多个部门联合颁布。从外部发展变迁来看,即2010年以后的完善期与1990—2009年的发展期相比存在以下变化:学前教育政策的决策过程更加科学民主化;政策总量和政策级别提高;幼小衔接的重视度快速提高;家庭教育重视度不断提升。从内部发展变迁来看,2010—2022年间学前教育政策从重“量”走向“质量兼具”;培养内容顺序和数量发生改变;对幼儿园各方面的具体要求也在不断提高和增加。Since the founding of New China,our preschool education policy has gone through burgeoning,forming,developing and completing periods.Some studies have suggested that the completing period of preschool education policywas after 2010.During this period from 2010 to 2022,the state issued 71 policies on preschool education,with 5 new policies issued on averageeach year.These policies covered“notices”,“opinions”,“regulations”,etc.,and most of the themwere jointly promulgated by multiple departments.From the perspective of external changes,that is,compared with developing period from 1990 to 2009,the completing period after 2010 came with the following changes:the decision-making process of preschool education policy was more scientific and democratic;Thenumber of policies in different levelsincreased;Thepolitical emphasis on the connection between kindergartens to primary schoolsgrew up rapidly;The importance of family education was increasing.From the perspective of internal changes,the preschool education policies from 2010 to 2022 shifted their focus from quantity to both quantity and quality;The order and quantity ofcultivating contents changed;The specific requirements to of all aspects of kindergartens were also constantly increasing.

关 键 词：学前教育 政策 发展变迁 

分 类 号：G613[文化科学—学前教育学]