加拿大學(xué)前兒童公民教育：時(shí)代背景、內(nèi)容向度與價(jià)值導(dǎo)向——基于阿爾伯塔等三省早期學(xué)習(xí)框架的分析

摘要： 當(dāng)下,學(xué)前兒童公民教育愈發(fā)受到西方各國(guó)的關(guān)注。在國(guó)際政策話語、學(xué)前教育課程改革以及兒童公民研究的共同推動(dòng)下,公民教育逐漸成為加拿大各省學(xué)前教育課程的重要組成部分。在近期兒童公民研究的基礎(chǔ)上,形成以政治教育、社會(huì)性教育、主體性教育和公民實(shí)踐教育為內(nèi)容向度的理論分析框架。通過主題分析,對(duì)阿爾伯塔省、不列顛哥倫比亞省和新斯科舍省學(xué)前教育階段的公民教育內(nèi)容進(jìn)行了分析。總的來看,三省的學(xué)前兒童公民教育凸顯了如下價(jià)值導(dǎo)向:強(qiáng)調(diào)兒童公民權(quán)責(zé),倡導(dǎo)兒童為公民主體;變革傳統(tǒng)公民身份,視兒童參與為社會(huì)民主的根基;兒童公民話語多元,國(guó)際語境下凸顯本土立場(chǎng)。
Citizenship education for young children has been growingly emphasized by western countries. With the influence of global policy discourses, curriculum reform in early childhood education and studies of young children's citizenship, citizenship education has become a key aspect in Canadian early childhood curriculum. Based on recent studies, this research forms a theoretical framework for citizenship education, which covers four dimensions of citizenship(political education, social education, subjectivity education and civic practice education). The early learning frameworks in Alberta, British Columbia and Nova Scotia are analyzed through thematic analysis. In general, citizenship education for young children in these three provinces reveal the following features: emphasizing young children's rights and responsibilities, and advocating young children's subject positions as citizens; the traditional citizenship is being changed and young children's participation is highlighted as the root of democracy; young children's citizenship lies in multiple discursive fields with indigenous perspective emerging.