课程详情
课程评价
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—— 课程团队
课程概述

“比较学前教育”是北京师范大学为学前教育专业及相关专业本科生开设的专业必修课程，旨在探讨在世界多个国家及地区幼儿教育与保育（Early Childhood Education and Care）的一系列问题，包括历史脉络与最新政策发展、课程与教学、师资队伍等内容。

北京师范大学试点学院旗帜鲜明地提出教育拔尖创新人才应具备的五个核心素质，确立试点学院人才培养目标。培养教育拔尖创新人才，首先要明确什么是教育拔尖创新人才，其核心素质是什么？根据教育家、教育学家成长规律以及其它高层次教育拔尖创新人才的要求，教育学部提出五项核心素质：扎实的学术基础(Academic)、丰富的实践能力(Practical)、 赤诚的教育之爱(Love)、宽阔的国际视野(International)和不竭的创新精神(Creative)，简称为一流教育人才的“APLIC 素质模型”。改革后的试点学院将不再按学科体系设定人才培养类型，而是根据社会需要，培养具有“APLIC 素质”的各类人才：高素质教师、高水平教育研究人员、高水平教育行政管理者、高水平教育技术工程师、国际教育事务专门人才以及教育服务高端人才等。

本门课程剑指扎实的学术基础和宽阔的国际视野，并试图激发学生不竭的创新精神，邀请亚洲、大洋洲和欧洲学前教育领域的专家学者，综合使用专题研究和国别研究，结合文献研读、专题讲座、小组讨论等多种学习形式，旨在全面夯实学生在学前教育领域的文献阅读能力、问题分析能力，并进一步拓展学生的国际视野和国际交流的能力，践行一流教育人才的“APLIC素质模型”。

 

 

"Comparative Early Childhood Education and Care" is a professional compulsory course offered by Beijing Normal University for undergraduates majoring in Early Childhood Education and related majors. It aims to explore a series of issues in early childhood education and care in many countries and regions around the world, including historical context and latest policy development, curriculum and teaching, teaching staff, etc. 

As a national pilot college, Beijing Normal University puts forward five core qualities that should be possessed by the top innovative talents in education, and establishes the talent training objectives of the pilot college. In order to cultivate top-notch innovative talents in education, we should first make clear what is the top-notch innovative talents in education, and what are their core qualities? According to the growth rules of educators and educators and the requirements of other top-notch innovative talents in high-level education, the Faculty of Education puts forward five core qualities: solid academic foundation (Academic), rich practical ability (Practical), sincere love for education (Love), and broad international vision (International) and endless creative spirit (Creative), referred to as the "APLIC quality model" of first-class education talents. After the reform, the pilot college will no longer set the type of personnel training according to the discipline system, but train all kinds of talents with "APLIC quality" according to the social needs: high-quality teachers, high-level education researchers, high-level education administrators, high level education technology engineers, international education affairs professionals and high-end education service talents. 

"Comparative Early Childhood Education and Care" refers to the solid academic foundation and broad international vision, and tries to stimulate students' endless innovation spirit. It invites experts and scholars in the field of ECEC in Asia, Oceania and Europe to comprehensively use special research and country research, and advocates the combination of online and offline learning combined with literature study, special lectures, group discussions and other learning forms. The purpose of blended learning is to comprehensively strengthen students' ability of literature reading and problem analysis in the field of preschool education, further expand students' international vision and ability of international exchange, and practice the “APLIC quality model” of first-class education talents. 


课程大纲
预备知识

1. Knowledge Ability 专业知识

Students with specialized knowledge or interest in ECEC

具备学前教育相关的专业知识或学前教育研究领域的爱好者

2. Language Ability 语言能力

You are required to have good English listening, speaking, reading and writing skills, as:

具备良好的英文听说读写能力，即：

CET 4

Overall score 470 or above

CET 6

Overall score 425 or above

IELTS

Band 6 with no subtest lower than 5.5

TOFEL

Internet-based test: Overall score 80 or above

Paper-based test: An overall score of 550 or above


证书要求

本课程的成绩由单元作业、课堂讨论和期末考试三部分构成。

  • 作业（70%）：要求学生在观看教学视频和阅读延伸文献的基础上，撰写书面作业。具体要求参见每次作业说明。单元作业采取学生互评的方式评分，作业互评最少个数为6个。互评完成度的奖惩计分规则：未参与互评的学生将获0分，未完成互评的学生将给与所得分数的80%，全部完成互评的学生将给与所得分数的100%。学生作业成绩为作业各计分项去掉最小和最大值后的平均值之和。

  •  讨论（30%）：获取满分的学生需要在“课堂交流区”中参加老师发起的讨论，MOOC平台默认只有回复这个部分的讨论才能计入成绩。回复内容被赞的数量达3个及以上。MOOC平台默认只有回复这个部分的讨论才能计入成绩。


本课程采用百分制计分，总成绩60分及以上为合格，85分及以上为优秀。

 

 

The results of this course are composed of two parts: writing assignments and class discussion. 

Writing Assignments (70%) : students are required to write a short essay on the basis of watching teaching videos and reading extended literature. Please refer to the instructions for each operation for specific requirements. Assignments are graded by students' mutual evaluation. The minimum number of writing assignment mutual evaluation is 6. Reward and punishment scoring rules for completion degree of mutual evaluation are as follows: students who do not participate in the mutual evaluation will get 0 point, students who do not complete the mutual evaluation will be given 80% of the score, and students who complete the mutual evaluation will be given 100% of the score. The student's writing assignment score is the sum of the average values of each item after the minimum and maximum values are removed.

Discussion (30%): students need to participate in the discussion initiated by the teacher in the "class communication area", and if the number of responses praised is up to 20 or more, you will get full marks. On the MOOC platform, only the discussion in reply to this part can be included in the score by default.

This course is scored on the 100 point system, with a total score of 60 or above being qualified and 85 or above being excellent.

 

 


参考资料

  • Reference Books 参考书籍

1.Duncan, J. & Te One, S. (2013). Comparative early childhood services: International perspectives. Sydney: Palgrave: Macmillan.

2.Melhuish, E.,& Petrogiannis, K. (2006). Early childhood care and education. International perspectives. Oxon: Routledge.

3.Ritchie, C. (2013). Challenge and Change for the Early Years Workforce. Oxon: Routledge. Taguma, M. & Litjens, I. & Makowiecki, K. (2012). Quality matters in early childhood education and care: Finland. OECD. https://www.oecd.org/edu/school/49985030.pdf 

4. Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in Three Cultures Revisited: China, Japan, and the United States. Chicago: University of Chicago Press

5.Vong, K-L [Peggy]. (2008). Evolving creativity. New pedagogies for young children in China. Great Britain: Trentham Books Limited.


  • Reference Articles 参考文献

1. Barnett, W. & Nores, M. (2012). Investing in Early Childhood Education: A Global Perspective National Institute for Early Education Research (https://nieer.org/sites/nieer/files/Investing%20in%20Early%20Childhood%20Eduation%20A%20 Global%20Perspectivei.pdf . 

2. Li, H., Rao, N., & Tse, S. (2012). Adapting western pedagogies for Chinese literacy instruction: Case studies of Hong Kong, Shenzhen, and Singapore preschool. Early Education and Development, 23, 603-621. 

3. McMullen, M., Elicker, J., Wang, J., Erdiller, Z., Lee, S., Lin, C., & Sun, P. (2005). Comparing beliefs about appropriate practice among early childhood education professionals from the US, China, Taiwan, Korea and Turkey. Early Childhood Research Quarterly, 20(4), 451-464. 

4.Van Laere, K., Peeters, J. & Vandenbroeck, M. (2012). The Education and Care Divide: the role of the early childhood workforce in 15 European countries. European Journal of Education. 47(4). Pp. 527-541.