教育科学 ›› 2022, Vol. 38 ›› Issue (3): 83-89.

• 学前教育研究 • 上一篇    下一篇

民办园教育“小学化”的治理困境*——新制度主义的视角

刘磊, 刘瑞   

  1. 辽宁师范大学 田家炳教育书院暨教育学院,辽宁 大连 116029
  • 出版日期:2022-05-20 发布日期:2022-06-23
  • 作者简介:刘磊(1979- ),女,山东济南人,辽宁师范大学田家炳教育书院暨教育学院教授,博士生导师,主要从事教育基本理论、学前教育政策研究。|刘瑞(1991- ),女,河南周口人,辽宁师范大学田家炳教育书院暨教育学院博士生,主要从事教育基本理论研究。
  • 基金资助:
    * 2021年度教育部人文社会科学规划基金项目“普惠性学前教育政府财政投入公办、民办两类园的差异性问题研究”(21YJA880035)

The Governance Dilemma of Private Kindergarten Primary Schoolization:From the Perspective of Neo-Institutionalism Theory

Liu Lei, Liu Rui   

  1. TianJiaBing College of Education & School of Education,Liaoning Normal University,Dalian Liaoning 116029,China
  • Online:2022-05-20 Published:2022-06-23

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摘要：

幼儿园教育“小学化”是指忽视幼儿身心发展规律,将其视为身高体型上缩小版的小学生,一味向小学靠拢,甚至把适合小学生的课程内容、教学方式及相应的教学要求直接用在幼儿身上的学前教育误区。新制度主义理论对研判和治理民办幼儿园“小学化”问题具有适切性。根据成本—收益的行动法则,民办园举办者确立旨在竞争生源的供给决策;鉴于一些地区政府资源分配短缺,部分民办园优先选择向家长寻求“内部合法性”;学前教育质量评价制度的强制性要素式微,一些民办园生成不同的文化—认知逻辑。从根本上扭转幼儿园教育“小学化”是一项复杂的社会系统工程,需要有效调和民办幼儿园保教质量评价制度中“外部合法性”与“内部合法性”之间的紧张与冲突。

关键词: 新制度主义, 民办幼儿园, 幼小衔接, 学前教育质量, 幼儿园教育“小学化”

Abstract:

“Kindergarten primary schoolization” of kindergarten education is a misunderstanding in preschool education, which refers to ignoring the laws of physical and mental development of children, treating them as a reduced version of primary school students, blindly moving closer to primary schools, and even applying curriculum content, teaching methods and corresponding teaching requirements suitable for primary school students directly to children. Neo-institutionalism theory is suitable for judging and managing the problem of kindergarten primary schoolization. According to the cost-benefit action rule, the founders of private parks establish supply decisions, aiming to compete for students; Given the shortage of government resource allocation in some regions, some private kindergartens prefer to seek “internal legitimacy” from parents; The mandatory elements of the preschool education quality evaluation system have gradually weakened, and some private kindergartens have developed different cultural-cognitive logics. Fundamentally reversing the kindergarten primary schoolization is a social system project. It is necessary to effectively reconcile the tension and conflict between “external legitimacy” and “internal legitimacy” in the quality evaluation system of private kindergartens.

Key words: neo-institutionalism theory, private kindergarten, kindergarten and primary school transition, quality of preschool education, kindergarten primary schoolization

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