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2020年1月7日
小学生行为习惯的养成教育
2020年1月7日

摘要:学前教育的定义在我国学术界尚存争议,在一些政策、法律文本中存在定义模糊、有意规避的现象,并呈现出一定的“窄化”倾向。在政策视角下对“学前教育”“早期教育”“幼儿教育”“保育”等概念进行辨析后,结合我国国情应将“学前教育”定义为0-6岁儿童接受的教育及保育活动。以期提高立法质量,推进教育公平并回应社会需求。Scholars have no agreement on the definition of preschool education in the domestic academic field. It is common to see ambiguous definitions and intentional avoidance in policies and legal texts. Tendency to narrow the definition can be seen as well. From policy-making perspective, this paper attempts to differentiate and analyze concepts including "preschool education", "early education", "children’s education", "child care" and so forth. With national conditions taken into consideration, "preschool education" is defined as education and child care for children aged from 0 to 6 years old. The paper expects to enhance legislation quality, promote education fairness, and respond to social demands.

作者:陶琳TAO Lin(Shaanxi Xueqian Normal University, Xi'an 710100, Shaanxi)

机构地区:陕西学前师范学院

出处:《当代教师教育》2019年第1期73-76,共4页

基金陕西学前师范学院2015年度学前教育发展研究中心课题(JD2015S04).

关键词:学前教育保育学前教育立法pre-school educationchildren carepreschool education legislation

分类号:G521[文化科学—教育学][文化科学—教育技术学]

作者:简介陶琳,女,陕西西安人,陕西学前师范学院讲师,教育学博士.

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