冲突与融合:跨文化视角下幼儿发展评价的本土化研究  

Research on the Localization of Children’s Development Evaluation from the Perspective of Cross-Culture

作　　者：刘颖娜 LIU Ying-na(Guangdong Jiangmen Preschool Education College,Jiangmen 529000,China)

机构地区：[1]广东江门幼儿师范高等专科学校,广东江门529000

出　　处：《黑龙江教师发展学院学报》2024年第11期145-148,共4页Journal of Heilongjiang Institute of Teacher Development

基　　金：广东江门幼儿师范高等专科学校2023年哲学社会科学规划项目“沉默的真相—高职院校学生课堂沉默现象的教育学考察”(S-2023Q06)的阶段性研究成果;2024年度广东省教育科学规划课题(高等教育专项)“产教融合背景下高职学前教育专业实践教学体系改革研究”(2024GXJK1119)。

摘　　要：从20世纪90年代至今,我国幼儿发展评价研究主要集中在对国外先进幼儿发展评价理论与实践的引进与介绍方面,在此基础上探索本土化的路径。基于幼儿发展评价标准能否实现跨文化运用,从文化观念、发展理念以及评价的价值取向三个方面,对幼儿发展评价本土化研究的合理性进行深度检视,认为本土化具有可行性,但是在借鉴和本土化的过程中应遵循和而不同的理念。From the 1990s to the present,the research on children’s development evaluation mainly focuses on the introduction of theory and practice of foreign advanced children’s development evaluation in China,and explores the path of localization on this basis.Whether the cross-cultural evaluation criteria of children’s development can be applied or not,this paper makes an in-depth examination of the rationality of the localization research of children’s development evaluation from three aspects of cultural concept,development concept and value orientation of evaluation.It is believed that localization is feasible,but it should follow the concept of harmony but difference in the process of reference and localization.

关 键 词：幼儿发展评价 跨文化视角 本土化 

分 类 号：G610[文化科学—学前教育学]