<sup id="ic2ca"><div id="ic2ca"></div></sup>
<sup id="ic2ca"></sup>
<rt id="ic2ca"><small id="ic2ca"></small></rt>
檢索
在線閱讀 --教育科學版 2020年6期《從普及到優質:挪威學前教育模式的形成與特點》
從普及到優質:挪威學前教育模式的形成與特點--[在線閱讀]
霍琳
北京教育學院 學前教育學院, 北京 100120
起止頁碼: 95--101頁
DOI: 10.13763/j.cnki.jhebnu.ese.2020.06.012
摘要
20世紀80年代至今,在需求與供給的動態相互作用下,挪威形成了今天的學前教育模式。其發展過程經歷了幼兒園的產生與初步發展時期、現代保育服務的開端與發展時期和學前教育服務的大規模擴張及質量穩步提升時期三個階段,并具有社會公平主義目標導向下的平等分享與共同參與、較完善的質量監督體系和終身學習關照下的《幼兒園內容和任務框架計劃》的特點。挪威學前教育模式的特點及其發展經驗為我國推進普惠、優質的學前教育提供了有價值的借鑒。

From Full Coverage to High Quality:The Development and Characteristics of Norwegian ECE Model
HUO Lin
Beijing Institute of Education, Faculty of Preschool Education, Beijing 100120, China
Abstract:
Since 1980s, under the dynamic interaction between demand and supply, Norway has formed today's early childhood education (ECE) model. Its development has gone through three stages: the emergence and initial development of kindergartens, the beginning and development of modern childcare services, and the large-scale expansion and steady improvement of early childhood education services. It demonstrates characteristics of equal sharing and common participation under the guidance of social fairness, a comparably mature quality supervision system and an integrated Framework Plan for the Content and Tasks of Kindergartens aimed at lifelong learning. The characteristics and experience of Norwegian ECE model provides valuable reference for promoting inclusive and high-quality early childhood service in China.

收稿日期: 2020-05-12
基金項目: 全國教育科學“十三五”規劃2017年度教育部重點課題“邊遠貧困地區農村校長助力工程幼兒園園長培訓的問題與對策研究”(課題編號:DHA170337)

參考文獻:
[1]顧明遠.教育大辭典[Z].上海:上海教育出版社,1999.
[2]Ellingsææ,A.L.An equal start? Providing quality early education and care for disadvantaged children[M].Chicago:Gambaro L.,Stewart K,and Waldfogel J,2014.
[3]Ellingsææ,A.L.and Gulbrandsen,L.Closing the childcare gap:The interaction of childcare supply and mothers' agency in Norway[J].Journal of Social Politics,2007(4).
[4]Statistics Norway.Main figures-Kindergartens[EB/OL].(2019-03-03)[2019-11-16].https://www.ssb.no/en/barnehager/
[5]Haug,K.H.and Jan Storø,Kindergarten-a universal right for children in Norway[J].International Journal of Child Care and Education Policy,2013(2).
[6]Ellingsææ,A.L.,Kitterød R.H.,and Lyngstad J.Universalising childcare,changing mothers' attitudes:policy feedback in Norway[J].Journal of Social Politics,2017(1).
[7]Norwegian Ministry of Education and Research.Admissions to kindergartens-the municipalities responsibilities[EB/OL].(2014-16-12)[2019-08-01].https://www.regjeringen.no/en/topics/families-and-children/kindergarden/innsikt/opptak-i-barnehagen/id2344761/.
[8]Statistics Norway.Statistical Year Book of Norway 2012[EB/OL].(2013-01-24)[2019-08-04].https://www.ssb.no/en/befolkning/artikler-og-publikasjoner/_attachment/91796?_ts=13c6ca485b8
[9]Norwegian Ministry of Education and Research.The kindergarten teaching profession-present and future[EB/OL].(2019-07)[2019-11-16].https://www.regjeringen.no/contentassets/d0c1da83bce94e2da21d5f631bbae817/kd_teacher-education-2025_uu.pdf
[10]Norwegian Ministry of Education and Research.OECD-Thematic Review of Early Childhood Education and Care Policy in Norway.2015:63-83[EB/OL].(2015-06-24)[2019-08-10].https://www.regjeringen.no/en/dokumenter/oecd--rapport-om-undersokelse-av-norges-barnehagepolitikk-2015/id2424497/.
[11]Norwegian Ministry of Education and Research.Teacher Education 2025.National Strategy for Quality of Cooperation in Teacher Education[EB/OL].(2018-04-24)[2019-07-15].https://www.regjeringen.no/en/dokumenter/larerutdanningene-2025.-nasjonal-strategi-for-kvalitet-og-samarbeid-i-larerutdanningene/id2555622.
[12]宋麗芹.挪威高質量普及學前教育的制度保障及啟示[J].外國中小學教育,2019(4).
[13]Norwegian Ministr of Education and Research. OECD-Qualities Matters In Early Childhood Education and Care:Norway.2013:28-36[EB/OL].(2013-06-14)[2019-08-14].http://www.oecd.org/education/school/Quality%20Matters%20in%20Early%20Childhood%20Education%20and%20Care%20Norway.pdf.
916彩票