| Since the middle of the 20th century, the international community is increasingly concerned about the problem of education equity and quality. There is no exception of the field of preschool. Some countries, especially some developed countries, have begun to actively develop the quality evaluation standards of preschool institutions to ensure the high quality of preschool. In China, the study of quality evaluation standards of preschool began in the late 1980s. At present, the classification of the acceptance standards of kindergarten have become the main tool of preschool quality evaluation in our country. However, in practice, these standards have increasingly exposed many problems. Curriculum quality standard, serving as an integral part of the quality evaluation standard of preschool, also has certain problems, found by the researcher. This is not benefit to the scientific evaluation of preschool quality. In addition, because of the high degree of autonomy for curriculum management of preschool institutions in our country, coupled with the uneven cognition of the high quality curriculum and continuous involvement of market factors, some inferior curricula still occupy certain market, which seriously disrupts the order of preschool curriculum. In summary, the researcher believes that there is an urgent need to formulate scientific and reasonable curriculum quality standard to enhance the scientific evaluation of preschool quality and guide and regulate the construction of preschool curriculum.Based on the cognition above, the researcher takes the curriculum quality standard of preschool as a breakthrough point, adopting text analysis method and Bereday's "four-step method" to compare and analysis curriculum quality standards in the quality evaluation standards of preschool institutions of America, Australia and Singapore. The researcher has found that there is some common in the standards of the three countries. For instance, in the value orientation, all countries emphasize that the standard should base on some solid theoretical foundations; all countries emphasize experience and activity curriculum; all countries emphasize children's status of the value subject in curriculum; all countries value the process quality and the contemporaneity of standard's concept. In the framework of the content, the standard system of each country is complete; the quality standard of curriculum program, curriculum implementation, and curriculum evaluation of each country emphasize almost similar contents. In the index's setting, all countries take children's learning and development standard as the basis of their standards; the main body of index setting tends to be professional and multivariate; indexes are mainly qualitative; there is a both independent and intrinsic link among indexes.Based on the grasp of the three countries' standards, and aiming at the problems existing in the curriculum quality standard of our country, the researcher puts forward some suggestions for the construction of curriculum quality standard:first, the formulation of curriculum quality standard should have a solid theoretical and practical basis. second, when formulating the content framework of the curriculum quality standard, we should first make a clear definition for key concepts, and we also should make the standard systematic and comprehensive, with a clear logical level; in addition, the researcher has concluded some content dimensions available for reference for the elements of the curriculum quality. Then, in the index's setting, there should be at least one policy basis aiming at curriculum; the main body of index setting should be professional and multivariate; when formulating the index, we should focus on cultural diversity and the disadvantaged children; the process and method of index system construction should be scientific and standardized. Last, the researcher believes we should also establish a safeguard mechanism to ensure the implementation of curriculum quality standard. |
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