| 黄冕.中国与新加坡学前儿童语言领域课程框架比较研究——以《3-6 岁学前儿童学习与发展指南》和NEL Framework 2022 为例[J].陕西学前师范学院学报,2024,40(5):24-30 |
| 中国与新加坡学前儿童语言领域课程框架比较研究——以《3-6 岁学前儿童学习与发展指南》和NEL Framework 2022 为例 |
| A Comparative Study on the Language Curriculum Frameworks for PreschoolChildren in China and Singapore—Taking The Guidelines for Learning and Development of Preschool ChildrenAged 3-6 and NEL Framework 2022 as Examples |
| 投稿时间：2024-03-13 |
| DOI：10. 11995/j. issn. 2095-770X. 2024. 05. 004 |
| 中文关键词: 学前儿童 语言领域 课程框架 比较研究 |
| 英文关键词: preschool children language field curriculum framework comparative study |
| 基金项目:2023 年凉山乡村教育研究中心重点项目（LSCE2023-01） |
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| 中文摘要: |
| 以我国《3-6 岁儿童学习与发展指南》和新加坡《NEL 课程框架（2022 年修订）》为研究对象，运用比较研究法，对两国语言
领域课程框架的儿童观、课程核心价值、课程目标和教学原则进行比较分析。研究表明：两国都肯定儿童作为“学习的主动建
构者”这一核心理念；注重培养良好的学习品质为后继学习做准备，但新加坡的学习品质剖析更为具体；遵循儿童语言学习的
规律，但新加坡更注重贯彻家国情怀的渗透和衔接；包含了教学建议，但新加坡更为细化。据此，提出完善《指南》的建议：坚持
过程与目的统一，强化家国情怀培育；游戏与准备协同，推动科学衔接进程；指导与自主兼顾，提升教育建议的效能。 |
| 英文摘要: |
| Taking China’s Guidelines for Learning and Development of Preschool Children Aged 3-6 and Singapore’s NEL Curricu⁃
lum Framework（Revised 2022）as the research object，this paper makes a comparative analysis of children’s views，curriculum core
values，curriculum objectives and teaching principles in the language curriculum frameworks of the two countries by using the method
of comparative research. The results show that：Both countries affirm the core concept of children as“active constructors of learning”;
Both of them focus on cultivating good learning qualities to prepare for subsequent learning，but the analysis of learning quality in Sin⁃
gapore is more specific; Both of them follow the principles of children’s language learning，but Singapore pays more attention to the
penetration and cohesion of stages in implementing the feelings of family and country; Both of them include teaching recommenda⁃
tions，but Singapore is more specific. Based on this，suggestions for improving China’s“Guide”are put forward：the process and pur⁃
pose should be unified to strengthen the cultivation of feelings of family and country; Games and preparation should be coordinated to
promote the process of scientific convergence; Guidance and autonomy should be balanced to enhance the effectiveness of educational
suggestions. |
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