Research on the continuity between Preschool and Elementary education in France

这项研究涉及法国的学前教育和基础教育改革，即小学教育，它被重组为3个周期(年组)，为期3年，作为一个连贯的教学体系；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)关于反对学校失败的小学教育政策：这一三个周期的教育改革制度始于20世纪60年代。为了弄清实施这一制度的过程和目的，对之前的改革主张、试点学校和相关论点进行了审查。(2)关于学校成功的教与学系统(Reussite Scolaire)：这项改革旨在确保所有学生在学校取得成功；从这一点出发，分析了20世纪90年代形成三个周期的意图，并考察了它的实施过程。(3)关于内容；新小学教育从教育连续性的角度审查了课程(1995、2002)，重点放在要获得的能力和学习能力上。作为新课程的核心概念，领域已经取代了学科的重要地位。(4)关于教育方法的创新，为了了解“周期”系统是如何发挥作用的，观察和分析了开放学校“Bourseaux”和学校“octobe”以及幼儿园和小学相结合的学校小组等几所学校的实践。在这些情况下，作为关键概念的主动方法和区分是重要的。INRP-CRESAS(巴黎)的研究人员给出了许多宝贵的建议。最后，教师队伍发挥着重要的作用。

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.