| 我国幼小衔接教育政策的演变与反思——基于对1949~2019年相关政策文本的分析 |
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| 引用本文： | 刘源,程伟,董吉贺.我国幼小衔接教育政策的演变与反思——基于对1949~2019年相关政策文本的分析[J].学前教育研究,2021(1). |
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| 作者姓名： | 刘源 程伟 董吉贺 |
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| 作者单位： | 山东女子学院教育学院 |
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| 基金项目： | 教育部委托项目“《幼儿园与小学科学衔接行动计划》研究”。 |
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| 摘 要： | 从新中国成立至今,我国就幼小衔接教育工作相继出台过一系列教育政策,经历了从幼儿园单向执行主体时期(1949~1988年)到幼儿园和小学双向执行主体时期(1989~2009年)再到多元利益相关者执行主体时期(2010年至今)的演变过程。本研究采用由政策工具和幼小衔接生态系统维度构成的分析框架对这些教育政策进行分析,结果发现其使用的政策工具趋于多元化,但各类政策工具的组合配置仍缺乏系统性;幼小衔接生态系统趋于综合化,但各子系统的具体内容仍不够全面;政策总体趋于科学化,但在幼小衔接关键问题上仍不够科学;中央政府与地方政府颁布的相关政策一致性较高,但在互补性上仍有待提高。政策工具的特性、政府的偏好、幼小衔接生态系统的复杂性及相关研究的滞后是影响我国幼小衔接教育政策的主要因素。未来在完善幼小衔接教育政策时,应注意中央政府与地方政府相关政策的衔接和互补;根据政策问题的性质选择恰当的政策工具,优化政策工具之间的组合配置;合理利用激励性工具和能力建设工具,提升幼小衔接教育政策的可行性;全面剖析幼小衔接生态系统中的各方利益诉求,统筹配置相关政策工具;加强幼小衔接关键问题研究和政策转化,促进幼小衔接教育政策科学发展。
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| 关 键 词： | 幼小衔接 教育政策 政策工具 |
On the Education Policies of Transition from Preschool to Primary in China:Analysis on the Relevant Policy Texts from 1949 to 2019 |
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| Yuan Liu,Wei Cheng,Jihe Dong.On the Education Policies of Transition from Preschool to Primary in China:Analysis on the Relevant Policy Texts from 1949 to 2019[J].Studies In Preschool Education,2021(1). |
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| Authors: | Yuan Liu Wei Cheng Jihe Dong |
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| Institution: | (School of Education,Shandong Women’s University,Jinan 250300 China) |
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| Abstract: | Based on the review of the historical evolution stages of China’s kindergarten-primary school transition education policies,this study used a kind of two-dimensional analysis framework,composed of policy tools and dimensions of the ecosystem of kindergarten-primary school transition,to analyze the types and characteristics of these education polices about kindergarten-primary school transition.It was found that the choice of policy tools tends to be diversified,but the combination of various policy tools still lacks systematicity;the kindergarten-primary school transition ecosystem tends to be integrated,but the specific content of each subsystem is still lack comprehensiveness;the policies tend to be more scientific,but there is still lack in the key issues;the central and local governments have showed a high degree of consistency in the policies,but they still need to complement each other.The characteristics of policy tools,government preferences,the complexity of the kindergarten-primary school transition ecosystem,and the lagging of scientific research related to the kindergarten-primary school transition are the main factors that affect China’s kindergarten-primary school transition education policy.To improve the education policies for kindergarten-primary school transition in the future,it is necessary to strengthen the cooperation between the central government and local governments;choose appropriate policy tools according to the nature of policy issues,and optimize the combination of policy tools;use incentive tools and capacity building tools to enhance the feasibility of the policies;take care of the different interests of holders in the kindergarten-primary school transition ecosystem;strengthen the research about and policy transformation of key issues in the kindergarten-primary school transition education,and promote the kindergarten-primary school transition education policies to develop scientifically. |
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| Keywords: | transition from preschool to primary education education policy policy tools |
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