學(xué)前教育小學(xué)化:困惑與澄清——基于“兒童發(fā)展中心”的分析

摘要： 學(xué)前教育小學(xué)化是當(dāng)前我國(guó)學(xué)前教育領(lǐng)域亟待解決的問(wèn)題,引起社會(huì)廣泛關(guān)注。但是,學(xué)術(shù)研究和政策治理實(shí)踐中的誤解誤用,導(dǎo)致學(xué)前教育實(shí)踐無(wú)所適從,甚至影響到幼兒園教育工作的開(kāi)展。將"學(xué)前教育小學(xué)化"與國(guó)外使用的schoolification進(jìn)行比較發(fā)現(xiàn),"學(xué)前教育小學(xué)化"的概念命名缺少邏輯檢驗(yàn),概念內(nèi)涵模糊不清。厘清小學(xué)化概念,需要"懸置"相關(guān)價(jià)值判斷,明確概念的事實(shí)描述。"小學(xué)化"的價(jià)值判斷涉及學(xué)前教育功能,但是目前學(xué)前教育功能的爭(zhēng)論不斷,學(xué)前教育實(shí)踐中的功能定位搖擺不定。從"兒童發(fā)展中心"觀點(diǎn)看,將兒童發(fā)展置于中心地位,有利于密切兒童與其他教育因素的聯(lián)系,引導(dǎo)學(xué)前教育尊重兒童成長(zhǎng)規(guī)律,保障兒童健康,促進(jìn)兒童發(fā)展。結(jié)合早期教育的國(guó)際趨勢(shì)以及國(guó)內(nèi)外學(xué)前教育功能定位的差異來(lái)看,小學(xué)"零起點(diǎn)教學(xué)"是一個(gè)充滿歧義的議題,引發(fā)了幼小銜接面臨家長(zhǎng)質(zhì)疑和幼兒園困惑的雙重挑戰(zhàn),亟需樹(shù)立"兒童發(fā)展中心"立場(chǎng)才能成功應(yīng)對(duì)。
Primary school orientation in the preschool education is an urgent issue in the preschool education in China, which has attracted extensive attention from the society. However, the misunderstanding and misuse in academic research and policy governance leads to the confusion in preschool education practice, and even affects the implementation of kindergarten education. Compared with the term "schoolification" used abroad, "primary school orientation in the preschool education" lacks a logical test and has an ambiguous connotation. Therefore, it is necessary to "suspend" the relevant value judgment and clarify the factual description of it. The value judgment of "primary school orientation" involves the function of preschool education, but it is still controversial at present and its function orientation in the practice is unsettled. The stance of "centering on children's development" is conducive to linking children with other educational factors closely, guiding preschool education to follow the rule of children's growth, ensuring their health and promoting their development. By analyzing the international trend of early education and the differences in the functional orientation of preschool education at home and abroad, it can be found that the topic of "zero-starting-point teaching" in primary schools is so ambiguous that it faces the dual challenges of parents' questioning and kindergartens' confusion, so it is urgent to establish the stance of "centering on children's development" in order to cope with the challenges successfully.