OECD國家保教一體化政策研究
發(fā)布時間：2019-06-16 16:34
【摘要】：越來越多的研究表明,學前教育可以為社會、經濟、家庭及個人的發(fā)展帶來巨大的收益。因此,在世界范圍內,學前教育也越來越受到重視,成為各國優(yōu)先發(fā)展的政策。長期以來,中國的學前教育體系都是分為0-3歲和3～6歲兩個階段,這種二元化局面是中國學前教育發(fā)展面臨的一大現實問題。針對0-6歲學齡前兒童教育和保育的一體化是國際上學前教育發(fā)展的必然趨勢。但目前國際范圍內對于“保教一體化”政策和計劃實施的觀念上仍存在一些爭議,包括政府職責、行政管理、目標群體、年齡范圍、財政投入、服務類型、保教員工、學前教育機構的環(huán)境設置、教學方法和家長參與等方面。 經濟合作與發(fā)展組織(Organization for Economic Co-operation and Development, OECD)作為一個非政府組織,其政策在全球范圍內都具有重要的影響力。2010年,OECD發(fā)起“提高早期教育與保育質量”項目,形成了豐富的項目成果和資料�？梢园l(fā)現,OECD許多成員國的“保教一體化”都已經發(fā)展的較為成熟,這些國家在推進“保教一體化”中采取的措施主要有三：整合設計與實施早期教育和保育課程及其框架；整合和統一保教員工隊伍；整合家長和社區(qū)資源,鼓勵家長和社區(qū)參與。 本研究以OECD"提高早期教育與保育質量”的項目成果為依據,對OECD國家的“保教一體化”政策進行研究,全文共分為五章。首先從當前國際背景出發(fā),介紹OECD'‘保教一體化”的時代和理論背景,并通過文獻法對國際范圍內針對“保教一體化”的爭議進行分析。在此基礎上,運用案例法,以OECD國家為例,選擇英國、挪威、瑞典、芬蘭、新西蘭等具有成熟保教一體化政策和實踐的成員國以及努力實現保教一體化的日本等國家為研究的對象國,通過比較,對這些國家的“保教一體化”舉措進行深入剖析。通過分析可以發(fā)現,這些國家的“保教一體化”政策在政府職責,統一管理,立法保障和共同參與等方面呈現出顯著特點。 結合OECD國家的經驗,我國的“保教一體化”工作推進務必要加快學前教育立法；建立整合性的學前教育管理體制,凸顯政府職責；制定一體化保教課程標準；重視保教員工隊伍的建設；鼓勵家園合作,充分利用社區(qū)資源。
[Abstract]:More and more studies have shown that preschool education can bring great benefits to the development of society, economy, family and individual. Therefore, in the world, preschool education has been paid more and more attention, and has become the policy of priority development in various countries. For a long time, the preschool education system in China has been divided into two stages: 0 / 3 and 3 / 6. This dualization is a practical problem in the development of preschool education in China. The integration of education and care for preschool children aged 6 years is an inevitable trend in the development of preschool education in the world. However, there are still some disputes about the implementation of the policy and plan of "integration of nursing and education" in the world, including government responsibility, administration, target group, age range, financial input, service type, nursing staff, environmental setting of preschool education institutions, teaching methods and parents' participation, and so on. As a non-governmental organization, the Organization for Economic Cooperation and Development (Organization for Economic Co-operation and Development, OECD) has an important influence on its policies all over the world. In 2010, OECD launched the project "improving the quality of early Education and Care", which formed a wealth of project results and materials. It can be found that the "integration of nursing and education" in many OECD member countries has been more mature. There are three main measures taken by these countries in promoting "integration of education and education": integrating the design and implementation of early education and conservation courses and their framework; integrating and unifying the workforce of nursing and education; integrating parents and community resources to encourage parents and communities to participate. Based on the project results of OECD "improving the quality of early Education and Care", this study studies the policy of "integration of nursing and education" in OECD countries. the full text is divided into five chapters. First of all, from the current international background, this paper introduces the era and theoretical background of the integration of OECD'' care and education, and analyzes the international disputes on the integration of protection and education through the law of literature. On this basis, using case law, taking OECD countries as an example, this paper selects Britain, Norway, Sweden, Finland, New Zealand and other countries with mature integration policies and practices as the target countries, and makes a deep analysis of the measures of "integration of care and education" in these countries through comparison. Through the analysis, it can be found that the policy of "integration of protection and education" in these countries shows remarkable characteristics in the aspects of government responsibility, unified management, legislative guarantee and joint participation. Combined with the experience of OECD country, it is necessary to speed up the legislation of preschool education; establish an integrated management system of preschool education and highlight the responsibilities of the government; formulate the curriculum standard of integrated nursing education; attach importance to the construction of nursing staff; and encourage home cooperation and make full use of community resources.
【學位授予單位】：首都師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G619.1
本文編號：2500669
[Abstract]:More and more studies have shown that preschool education can bring great benefits to the development of society, economy, family and individual. Therefore, in the world, preschool education has been paid more and more attention, and has become the policy of priority development in various countries. For a long time, the preschool education system in China has been divided into two stages: 0 / 3 and 3 / 6. This dualization is a practical problem in the development of preschool education in China. The integration of education and care for preschool children aged 6 years is an inevitable trend in the development of preschool education in the world. However, there are still some disputes about the implementation of the policy and plan of "integration of nursing and education" in the world, including government responsibility, administration, target group, age range, financial input, service type, nursing staff, environmental setting of preschool education institutions, teaching methods and parents' participation, and so on. As a non-governmental organization, the Organization for Economic Cooperation and Development (Organization for Economic Co-operation and Development, OECD) has an important influence on its policies all over the world. In 2010, OECD launched the project "improving the quality of early Education and Care", which formed a wealth of project results and materials. It can be found that the "integration of nursing and education" in many OECD member countries has been more mature. There are three main measures taken by these countries in promoting "integration of education and education": integrating the design and implementation of early education and conservation courses and their framework; integrating and unifying the workforce of nursing and education; integrating parents and community resources to encourage parents and communities to participate. Based on the project results of OECD "improving the quality of early Education and Care", this study studies the policy of "integration of nursing and education" in OECD countries. the full text is divided into five chapters. First of all, from the current international background, this paper introduces the era and theoretical background of the integration of OECD'' care and education, and analyzes the international disputes on the integration of protection and education through the law of literature. On this basis, using case law, taking OECD countries as an example, this paper selects Britain, Norway, Sweden, Finland, New Zealand and other countries with mature integration policies and practices as the target countries, and makes a deep analysis of the measures of "integration of care and education" in these countries through comparison. Through the analysis, it can be found that the policy of "integration of protection and education" in these countries shows remarkable characteristics in the aspects of government responsibility, unified management, legislative guarantee and joint participation. Combined with the experience of OECD country, it is necessary to speed up the legislation of preschool education; establish an integrated management system of preschool education and highlight the responsibilities of the government; formulate the curriculum standard of integrated nursing education; attach importance to the construction of nursing staff; and encourage home cooperation and make full use of community resources.
【學位授予單位】：首都師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G619.1
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