Research on the continuity between Preschool and Elementary education in France

这项研究涉及法国学前教育和初等教育的改革，即初等教育，将其重组为三年制的三个周期（年级组），作为一个连贯的教学系统;目的是考虑幼儿园和小学之间的教育连续性。研究结果归纳如下：（1）关于防止学业失败的初等教育政策：这一三个周期的教育改革制度始于1960年代。为了明确实施这一制度的过程和目的，我们考察了以前的改革主张、实验试点学校和相关论点。学前教育的作用得到了大力强调。（2）关于学校成功的教学制度：这项改革旨在确保所有学生的学校成功;从这一观点出发，分析了1990年代形成三个周期的意图，并审查了将其付诸实践的过程。（3）关于新的小学教育的内容，从教育连续性的角度审查了两份教学大纲（1995年、2002年），重点是要达到的能力和学习能力。作为新课程的核心概念，领域已经取代学科的地位。（4）关于教育方法的革新，为了了解“循环”系统是如何运作的，观察和分析了几所学校的做法，如开放式学校“Bourseaux”和学校“Bullbre”，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，积极方法和分化是重要的。INRP-CRESAS（巴黎）的研究人员提出了许多宝贵的建议。最后，教师发挥着重要作用。

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.