本文選題：美國(guó)　切入點(diǎn)：早期學(xué)習(xí)標(biāo)準(zhǔn)　出處：《華東師范大學(xué)》2012年碩士論文

【摘要】：近年來(lái),“學(xué)習(xí)標(biāo)準(zhǔn)化”運(yùn)動(dòng)在世界范圍內(nèi),轟轟烈烈地開展起來(lái)。從中小學(xué)領(lǐng)域發(fā)展到學(xué)前教育領(lǐng)域,從發(fā)達(dá)國(guó)家擴(kuò)展到發(fā)展中國(guó)家。保障教育公平,縮小學(xué)習(xí)差距,促進(jìn)教育質(zhì)量統(tǒng)一的早期學(xué)習(xí)標(biāo)準(zhǔn)應(yīng)運(yùn)而生,并迅速在全世界范圍內(nèi)發(fā)展起來(lái)。美國(guó)的早期學(xué)習(xí)標(biāo)準(zhǔn)的制訂開始得很早,現(xiàn)今已經(jīng)發(fā)展得比較完善,美國(guó)51個(gè)州和地區(qū)都已經(jīng)制訂了自己的早期學(xué)習(xí)標(biāo)準(zhǔn)。 早期學(xué)習(xí)標(biāo)準(zhǔn)能否順利實(shí)施,很大程度上取決于標(biāo)準(zhǔn)使用者是否能正確理解標(biāo)準(zhǔn)并運(yùn)用標(biāo)準(zhǔn)。早期學(xué)習(xí)標(biāo)準(zhǔn)下的支持性策略與活動(dòng)正是幫助早期教育相關(guān)人員正確理解標(biāo)準(zhǔn)含義,指導(dǎo)其正確運(yùn)用標(biāo)準(zhǔn)的一系列策略與活動(dòng)。美國(guó)在早期學(xué)習(xí)標(biāo)準(zhǔn)的發(fā)展上已經(jīng)走在了世界的前列,美國(guó)各州早期學(xué)習(xí)標(biāo)準(zhǔn)的支持性策略與活動(dòng)頗具特色,十分值得我們參考、借鑒。 本文收集美國(guó)各州早期學(xué)習(xí)標(biāo)準(zhǔn)文件,通過(guò)文獻(xiàn)研究法和內(nèi)容分析法對(duì)美國(guó)各州早期學(xué)習(xí)標(biāo)準(zhǔn)文件,特別是其中數(shù)學(xué)標(biāo)準(zhǔn)文件進(jìn)行深入探索,總結(jié)美國(guó)各州的數(shù)學(xué)學(xué)習(xí)標(biāo)準(zhǔn)的支持性策略與活動(dòng)的特點(diǎn),并分析其表現(xiàn)形式和結(jié)構(gòu)網(wǎng)絡(luò),借鑒各州早期學(xué)習(xí)標(biāo)準(zhǔn)建設(shè)中取得的經(jīng)驗(yàn)成果,總結(jié)其中值得學(xué)習(xí)的優(yōu)秀經(jīng)驗(yàn),為中國(guó)《3-6歲兒童學(xué)習(xí)與發(fā)展指南》的制定與有效實(shí)施提供有益的建議。 研究表明,美國(guó)各州的早期學(xué)習(xí)標(biāo)準(zhǔn)的支持性策略與活動(dòng),其針對(duì)對(duì)象主要是兒童、早期教育教師、兒童照料者、家長(zhǎng)、社區(qū)工作人員、政策制定者。支持性策略與活動(dòng)的內(nèi)容則大致包括標(biāo)準(zhǔn)簡(jiǎn)介、指導(dǎo)原則、標(biāo)準(zhǔn)的說(shuō)明和解釋、領(lǐng)域知識(shí)簡(jiǎn)介、兒童活動(dòng)舉例、成人活動(dòng)舉例、資源。然而,并不是每個(gè)州都包含了全部七種類型的支持性策略與活動(dòng),各州所包含的支持性策略與活動(dòng)的數(shù)量、種類都存在差異。本研究對(duì)幾種主要類型的支持性策略與活動(dòng)進(jìn)行了分析,并從美國(guó)51個(gè)州和地區(qū)中選取了3個(gè)有代表性的州的早期學(xué)習(xí)標(biāo)準(zhǔn)文件做了具體的分析,總結(jié)美國(guó)各州構(gòu)建支持性策略與活動(dòng)系統(tǒng)的經(jīng)驗(yàn),初步得出了對(duì)我國(guó)早期學(xué)習(xí)標(biāo)準(zhǔn)制訂、實(shí)施的啟示：支持性策略與活動(dòng)應(yīng)該內(nèi)容全面、形式多樣；描述應(yīng)該通俗易懂,舉例應(yīng)該貼近生活；要給予使用者正確的引導(dǎo)；結(jié)合當(dāng)?shù)厍闆r；與現(xiàn)代技術(shù)相結(jié)合。
[Abstract]:In recent years, the "learning standardization" movement in the world, vigorous development.From primary and secondary schools to preschool education, from developed countries to developing countries.The early learning standards, which guarantee education fairness, narrow the learning gap and promote the unification of education quality, emerged as the times require, and developed rapidly all over the world.The establishment of early learning standards in the United States began early and has now developed quite well. Fifty-one states and regions in the United States have already formulated their own early learning standards.The successful implementation of early learning standards depends to a great extent on the correct understanding and application of standards by standard users.The supporting strategies and activities under the early learning standards are a series of strategies and activities to help the relevant personnel of early education understand the meaning of the standards correctly and guide them to use the standards correctly.The United States has been in the forefront of the development of early learning standards in the world. The supporting strategies and activities of the early learning standards in the United States are characteristic, which is worth our reference and reference.This paper collects the standard documents of early learning in American states, and probes into the standard documents of early learning, especially the mathematical standard documents, through literature research and content analysis.This paper summarizes the characteristics of the supporting strategies and activities of the mathematics learning standards in the United States, analyzes its forms and structure networks, draws lessons from the experiences gained in the early learning standards construction of the states, and summarizes the outstanding experiences that are worth learning.Some useful suggestions are provided for the formulation and effective implementation of the guide for learning and development of children aged 3-6 in China.The research shows that the supporting strategies and activities of early learning standards are mainly aimed at children, early education teachers, child caregivers, parents, community workers, and policy makers.Supportive strategies and activities generally include a brief introduction to standards, guidelines, descriptions and explanations of standards, a brief introduction of domain knowledge, examples of children's activities, examples of adult activities, and resources.However, not every state contains all seven types of supporting strategies and activities.In this study, several main types of supporting strategies and activities were analyzed, and the early learning standard documents of 3 representative states were selected from 51 states and territories of the United States.This paper summarizes the experiences of American states in constructing supportive strategies and activity systems, and preliminarily draws the enlightenment to the establishment and implementation of early learning standards in China: supporting strategies and activities should be comprehensive in content, diverse in form, and easy to understand in description.Examples should be close to life; give users correct guidance; adapt to local conditions; and combine with modern technology.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G613.4

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