摘要
自"泰勒原理"确立以来,课程评价成为课程领域的重要课题。当代美国学前课程评价在"两种力量"的冲突和协调中发展。尽管课程评价的"发展取向"具有巨大的影响力,但政府主导的学前课程评价实践的"学业取向"仍然明显,幼儿的"入学准备"水平备受关注。从2002年开始历时近7年的"学前课程评价研究"项目(PCER)就是反映当代美国学前课程评价发展的一个典型实例。
Since ＂Tyler Rationale＂ was established,the curriculum evaluation has been an essential research subject in the field of curriculum. The contemporary American preschool curriculum evaluation has been pushed forward by the conflict and coordination of the ＂two forces＂. Although the ＂development orientation＂ in the curriculum evaluation has a great influence,the ＂academic orientation＂ in the curriculum evaluation practices led by the US government is still evident,and young children＇s ＂school readiness＂ has aroused much attention. The Preschool Curriculum Evaluation Research （PCER） ,which lasted from 2002 to 2009,is a typical case representing the development of the contemporary preschool curriculum evaluation in America.
出处
《外国教育研究》
CSSCI
北大核心
2013年第10期77-86,共10页
Studies in Foreign Education
关键词
美国
学前课程评价
PCER
入学准备
America
preschool curriculum evaluation
PCEIk
school readiness
