从ECERS到ECERS-3:美国幼小衔接的转向与启示

美国《托幼机构教育环境评价量表》于 1980首次发布，30 多年来经历了两次修订文章对先后颁布的三个版本的准度和指标进行了比较分析，释了其在价值取向、基本理念与发展重点上的延续和变化,发现三版 ECERS 评价量表呈现逐渐重构教师角色、肯定集体作用、强调学业成就的发展特点,这反映出美国幼小衔接实践中强调学业技能准备、关注集体教学价值、开展有意识教学的发展趋势。结合我国幼小衔接的理论与实践现状,文章从促进学习经验衔接、发挥集体教学价值、强化幼小师资培养、完善课程评价标准等方面提出了相应建议。

From ECERS to ECERS-3: The Turn and Enlightenment of Transition fromKindergarten to Primary School in the US

The Early Childhood Environment Rating Scal (ECERS) was first published in 1980 and has been revised twice duringhe past 30 years. This paper presents a comparative analysis of the dimensions and indicators of the three succesive versions otECERS, and explains the continuity and changes in its value orientation, basic concepts and developmental focus. The three versions olECERS show characteristics of gradually reconstructing the role of teachers, affirming the role of whole group learning, and emphasizingacademic achievements which reflec! the emphasis on academic skills. whole group activities. and intentional teaching. In lieht of thecurrent theoretical and practical situation of transition from kindergarten to primary school in China, this paper proposes corespondingsuggestions in terms of promoting the connection of learning experience, bringing into play the value of collective teaching. strengtheningthe training of teachers and improwving curriculum cvaluation standards.