【作者】 张丹；

【导师】 姚琳；

【作者基本信息】 西南大学 ， 比较教育学， 2019， 硕士

【摘要】 学前保育和教育是学龄前儿童不可或缺的两大服务领域,二者相互联系、互为一体,“保教分离”的历史传统造成学前保育功能缺失、教育功能偏离,无法保障学龄前儿童获得完整的学前保教服务。随着脑科学、教育学、心理学、社会学等领域研究的深入,再加上保教一体化理念的传播推动,各国政府纷纷意识到保教整合的重要价值,越来越多的国家开始重视从出生至学龄前儿童的关键发展期,尤其重点关注0-3岁婴幼儿的保育服务,给儿童未来的发展创造良好开端。为了保障学前教育的公平机会和服务质量,新西兰从20世纪七八十年代开始改革学前保育和教育两大系统,致力于融合保育和教育的政策方针、管理制度、课程内容、师资队伍、监管体系等关键要素,拓宽学前教育的概念,扩展学前教育的年龄范围及内容领域,形成0-6岁婴幼儿学前教育一体化体系,达到“教中有保、保中有教、保教合一”的健康发展形态。本研究从保教一体化的视角试图系统深入挖掘新西兰的学前教育改革之路,以期对我国的学前保教改革有所启发。本研究主要包括以下五个部分:第一部分分析了新西兰学前教育保教一体化改革的三大背景,即国际背景、理论背景和现实背景,新西兰学前教育领域的保教一体化改革之路受到国际组织保教一体化理念的推动、人类生态学理论基础的指引以及学前质量诉求的现实影响,逐步深化改革保教领域涉及的各个方面。第二部分把新西兰保教一体化的改革过程划分为三大阶段,从20世纪70年代至80年代保教一体化改革刚刚起步,保教观念开始萌芽,一体化理念逐渐深入人心;接着从20世纪80年代至21世纪初,保教一体化改革继续向前推进,改革范围和内容更加广泛和深化;最后从21世纪初至今,新西兰不断巩固保教一体化改革成果并进一步向前发展。整个保教改革过程都以政策方针、战略规划为导向,其改革具有开端早、历时长、范围广、效果显著的特征。第三部分具体阐述了保教一体化改革的四大措施,新西兰通过转变保教行政管理体制、颁布国家课程标准《Te Whāriki》、统整学前师资队伍培育路径、构建统一监管体系这几大具体改革措施,体现了学前的关键领域从“保教分离”到“保教整合”直至“保教一体化”的变革过程,从政策制度层面和实践层面共同促进学前保育和教育二者的深度融合,不断深化与巩固保教一体化改革。第四部分对新西兰保教一体化改革进行了评价,此次改革提高了新西兰学龄前儿童的入学率和参与度、保障学前保教的服务质量、促进了综合性学前机构多样化发展,但也存在一些问题和和挑战,比如家庭关于保教费用的可负担性、保教人员的角色转换、利益相关机构的平衡等,总体上新西兰保教改革的成果显著、后续影响深远。第五部分在新西兰保教一体化改革的基础之上提出了启发性建议,在立法层面要尽快确立0-6岁学前教育一体化体制,在行政管理层面要形成单轨管理制度,在课程标准方面要融合保教服务内容、出台国家统一课程框架,在师资队伍方面要建立学前师资培养一体化体系。更多还原

【Abstract】 Pre-school care and education are two indispensable service areas for pre-school children.The two are interrelated and mutually integrated.The historical tradition of“separation of education and care”causes the lack of pre-school care function and the deviation of educational function,which cannot guarantee complete pre-school education and care service for pre-school children.With the deepening research in the fields of brain science,pedagogy,psychology and sociology,coupled with the promotion of the concept of integration of education and care,governments have realized the important value of the integration of education and care,and more and more countries have begun to pay attention to the key development period from birth to preschool age,with particular emphasis on childcare services for infants and toddlers aged 0-3,which will give a good start to the future development of children.In order to ensure fair opportunities and quality of service in pre-school education,New Zealand has reformed the two systems of pre-school care and education since1980s,and is committed to integrating such key elements as policy,management systems,curriculum content,faculty and regulatory systems of education and care.New Zealand also broadens the concept of pre-school education and expands the age range and content areas of pre-school education to form a system of pre-school education integration for infants and young children aged 0-6,and to achieve the healthy development of“care in education,education in care,integration of education and care”.This study attempts to systematically explore New Zealand’s pre-school education reform path from the perspective of integration of education and care,with a view to inspiring the reform of pre-school education in China.This study mainly includes the following five parts:The first part analyzes the three backgrounds of the reform of integration of early childhood care and education in New Zealand,namely the international background,theoretical background and realistic background.The road to reform of the education and care integration in the field of pre-school education in New Zealand is promoted by the concept of integration of education and care in international organizations,guided by the theoretical foundation of human ecology,and impacted by the requirement of pre-school quality,which gradually deepens every aspect involved in reform of care and education field.The second part divides the reform process of New Zealand’s education and care integration into three major periods.From the 1970s to the 1980s,the reform of the integration of education and care has just started,the concept of educare has begun to sprout,and the idea of integration has gradually penetrated the hearts of the people.From the 1980s to the beginning of the 21^st century,the reform of integration of education and care continued to advance,and the scope and content were more extensive and deepened.Finally,from the beginning of the 21^st century to the present,New Zealand continued to consolidate the results of the reform of integration of education and care and further developed.The entire reform process is guided by policy guidelines and strategic planning.The reform has the characteristics of early beginning,long duration,wide scope and remarkable impacts.The third part elaborates the four major measures for the reform of integration education and care.New Zealand has adopted the transformation of the administrative management system,the promulgation of the national curriculum standard“Te Whāriki”,the integration of the cultivation path of pre-school teachers,and the construction of a unified regulatory system,which reflects the reform process of the key areas from“separation of education and care”to“integration of education and care”to“educare”.It promotes the deep integration of pre-school care and education from the policy system level to practice level,and deepens and consolidates the reform of integration.The fourth part evaluates the reform of integration of education and care in New Zealand.This reform has improved the enrollment and participation of preschool children in New Zealand,has guaranteed the quality of pre-school education,and has promoted the diversification of comprehensive pre-school institutions,but there are also some problems and challenges,such as the affordability of education fees in families,the role conversion for caring and teaching staff,and the balance of the stakeholders.The overall results of New Zealand’s reform of integration are significant and have a far-reaching impact.The fifth part puts forward inspiring suggestions based on the reform of integration of education and care in New Zealand.At the legislative level,it is necessary to establish an integrated system of pre-school education and care for 0-6years old as soon as possible,and a monorail management system should be formed at the administrative level.In the aspect of the curriculum standard,it is also of great importance to integrate the contents of pre-school education and care service and publish the national unified curriculum framework,and also establish an integrated system of pre-school teacher training in the aspect of faculty construction.更多还原