各国学前教育模式一览(2)

北欧国家

[5]北欧国家的学生在PISA测试中同样名列前茅。北欧诸国对亚洲国家在学前教育方面的理念进行了拓展。芬兰、瑞典和丹麦都强调在要课堂之外进行学习，并让家长参与到课程中来。孩子与父母之间的社交互动是必不可少的，因此家长和教师之间的配合关系也受到高度重视。北欧国家的课程设置基于的观点是，儿童天然就具有好奇心，想要学习新事物。这同皮亚杰提出的发展理论有直接的关联，该理论认为儿童是渴望寻求和分享知识的小科学家。这些国家也采用了维果斯基的观点，即社会交往会促进认知功能的发展。北欧国家的学校认同儿童从互动和体验中学习。

[6] In Finland, formal schooling does not begin until age seven. Before this, children are not required to attend school. In Finland and Sweden every child has the right to high quality and affordable childcare. The government funds early childhood education facilities, which are generally have good student to teacher ratios and highly qualified teachers. Denmark’s government does not guarantee early childhood education, but 98% of children ages one to six do take advantage of10 take advantage of利用。 the schooling available.

[6]在芬兰，儿童直到7岁才开始接受正规教育。在此之前，不会强制要求孩子们上学。在芬兰和瑞典，每个孩子都有权享受高质量且可负担的照管服务。政府资助的学前教育机构通常师生比例合理，教师素质高。丹麦政府不提供学前教育，但是1到6岁的儿童中，98%都可以利用现有的教育资源。

[7] The format of schooling in these countries is similar to that in Asia, with nursery school followed by kindergarten before formal schooling. The curriculums in these three countries differ from11 differ from与……不同 。 those in Asia because they include a variety of playing, self-expression, exploration, religion, and orientation with academic subjects. Educators focus on each child’s best interest and providing support and understanding for the child individually. The overall goal of early childhood education in Scandinavian countries is to help the children gain independence as they develop.

[7]北欧国家的教学体系与亚洲国家类似，同样是从托儿所到幼儿园，随后是正规教育。但与亚洲国家所不同的是，芬兰、瑞典和丹麦三国的课程包括游戏、自我表达、探索、宗教和学科定位等。教师会关注每个孩子的兴趣，并一一为他们提供支持与理解。北欧国家学前教育的总体目标是帮助孩子在成长过程中学会独立。

Public Schools

公立学校

[8] Local, or neighborhood, public schools take any child living in the district, with no tuition. As a result,the majority of school-age children in the United States are enrolled in public schools. The role of neighborhood schools is to eff i ciently educate as many students as possible. Classes in public schools may be larger than other type of school, and students may get less individual attention from their teachers as a result. This could stunt a child’s language development, especially if he or she comes from a lower-income family where, statistically, children hear millions less words at home. Many public schools set strict standards that a child must reach to move on to the next grade. If a child does not meet one of those standards, he or she is required to repeat the grade. So, for the most part12 for the most part就绝大部分而言，在大多数情况下。,all children are cognitively in the same grade level. Also, government funding covers additional staff such as occupational therapists or special education specialists. These departments can identify if a child is not developing in a typical way, and can intervene quickly.

[8]地方或社区公立学校可以接收居住在这一地区的所有儿童就读，且免收学费。因此，美国大部分学龄儿童都就读于公立学校。社区公立学校的目标是高效地培养尽可能多的学生。与其他类型的学校相比，公立学校的班级规模可能更大，因此学生得到教师的单独关注也就更少。这可能会阻碍孩子语言能力的发展，尤其是来自低收入家庭的孩子，因为有统计表明，这些孩子在家听到的单词量比同龄人少数百万。 许多公立学校都制定了严格的标准，孩子们必须达到这些标准才能进入更高年级学习。如果达不到其中某项标准，就要留级。所以，大多数情况下，公立学校中所有孩子在认知能力上都处于同一水平。 此外，政府资助还涵盖额外的工作人员，如职业治疗师或特殊教育专家。如果一个孩子在成长过程中出现问题，这些人可以及时发现并给予干预。

Private Schools

[9] Private schools are funded by organizations or people separate from the government, such as religious organizations. Through classical conditioning13 经典条件反射，又称巴甫洛夫条件反射，指一个刺激和另一个带有奖赏或惩罚的无条件刺激多次联结，可使个体学会在单独呈现该刺激时，也能引发类似无条件反应的条件反应。,religious schools can reinforce certain values that parents may want their children to adopt. However, this classical conditioning may also have an adverse effect. For example, if a child had a bad experience at a Catholic school, seeing a nun or a crucif i x later in life may trigger feelings of discomfort.

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