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Research on the continuity between Preschool and Elementary education in France

法国学前教育与基础教育连续性研究

基本信息

批准号：
13610333
负责人：
AKAHOSHI Mayumi
金额：
$ 1.73万
依托单位：
Kyushu University of Nursing and Social Welfare (2002-2003)Shokei University (2001)
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2003
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-13610333/
关键词：
Education in France Primary education Continuity of learning 3 cycles (years groups) of primary school Structuration of learning Link between preschool and elementary school Preschool education School system 幼小連携教育制度研究幼児教育初等教育(就学前

项目摘要

This research concerns the reform of preschool and elementary education, i.e. primary education, in France, which was reorganized into 3 cycles (years groups) in a 3-year term as a coherent teaching system ; with the aim of considering the pursuit of educational continuity between nursery school and elementary school. The findings are summarized as follows ;(1)Concerning the primary education policy against school failure (echecs scolaires) : this 3 cycle educational reform system dates from the 1960s. To clarify the process and purposes of putting this system into practice, the preceding reform propositions, the experimental pilot schools, and the related arguments were examined. The role of preschool education was strongly emphasized.(2)Concerning the teaching and learning system for school success (reussite scolaire) : this reform aims at securing school success for all students ; from this point of view, the intentions of the formation of 3 cycles in the 1990s were analyzed and the process of putting it into practice was examined.(3)Concerning the content ; of the new primary school education the curriculums (1995, 2002) were examined from the point of view of educational continuity, with focus on the competences to be attained and the learning abilities. The domains have taken the important place of the subjects, as a key concept of the new school curriculum.(4)Concerning the innovations in educational methods ; in order to know how the system of "cycles" functions, the practices of several schools were observed and analyzed, such as the open school "Bourseaux" and the school "Octobre", and school groups combined with nursery school and elementary school. In these cases, as the key concepts, the active method and differentiation are important. Many precious suggestions were given by the researchers of the INRP-CRESAS (Paris). Finally, the teaching staff plays an important role.

本研究关注的是法国学前教育和基础教育的改革，即初等教育，作为一个连贯的教学系统，法国的初等教育在3年的学期中被重组为3个周期（年级组）；目的是考虑追求幼儿园和小学之间的教育连续性。研究结果总结如下：(1)关于防止小学教育失败的政策（echecs scolaires）：这个三周期的教育改革体系始于20世纪60年代。为了明确实施这一制度的过程和目的，本文考察了以往的改革主张、试点学校和相关论点。大力强调学前教育的作用。(2)关于学校成功的教学体系（reussite scolaire）：这项改革的目的是确保所有学生在学校取得成功；从这个角度分析了90年代三个周期形成的意图，并考察了其实施过程。（三）关于内容；新的小学教育课程（1995年和2002年）从教育连续性的角度进行了审查，重点是要获得的能力和学习能力。领域作为新学校课程的核心概念，已经取代了学科的重要地位。（四）关于教育方法的创新；为了了解“循环”系统是如何运作的，我们观察和分析了几所学校的实践，如开放式学校“Bourseaux”和学校“Octobre”，以及幼儿园和小学相结合的学校团体。在这些情况下，作为关键概念的主动方法和辨析是重要的。巴黎cresas研究所的研究人员提出了许多宝贵的建议。最后，教师队伍起着重要的作用。