Research On The Evolution Of Preschool Education Curriculum Policy In The United Kingdom(1997-2017)

At the end of the 20 th century,education reform,as an important way to deal with the education competition,has attracted the attention of all countries in the world.Among them,curriculum reform,as the center of education reform,has become the focus of all countries to deal with the global competition.Since 1997,the British government has been continuously increasing its involvement in preschool education curriculum,introducing a series of preschool education curriculum policies,and gradually forming a preschool education curriculum system with unique British characteristics.From 1997 to 2017,the preschool education curriculum policy issued by the UK is a significant step in the process of improving the quality of preschool education,achieving educational equity and promoting social development in the UK.Therefore,it will be of great benefit to the reform of preschool education curriculum policy in China to sort out the evolution process,analyze the characteristics of evolution and consider the existing problems based on the curriculum policy of preschool education issued by the United Kingdom between 1997 and 2017,and then put forward suggestions beneficial to the development of preschool education in China.This paper comprehensively uses the literature research method,historical research method and comparative research method to collect,sort out and summarize the relevant historical materials and original policies,and conducts a macro grasp and micro analysis of a series of pre-school education curriculum policies issued by the UK from 1997 to 2017.And combined with the reality of China’s preschool education curriculum policy to put forward beneficial to China’s preschool education curriculum reform opinions and suggestions.The specific content of the study is divided into five parts: Introduction,which mainly introduces the origin of the study,defines the relevant concepts,reviews the existing literature,and explains the research significance and research methods of this study.The first part is the background analysis of the curriculum policy evolution of preschool education in Britain.Under the impact of the wave of the world preschool education reform,the influence of the trend of education democratization and the urge of the development defects of the British society and the preschool education itself,the curriculum policy of the British preschool education came into being at the historic moment.The second part,based on the analysis of the policy text,divides the course evolution of preschool education curriculum policy in the UK from 1997 to 2017 into three stages: the stage of establishing a unified preschool education curriculum standard(1997-2000);The stage of developing a coherent preschool education curriculum system(2001-2007);The stage of comprehensively improving the quality of preschool education courses(2008-2017).And the main content of each stage of the policy is summarized and summarized.The third part makes an in-depth analysis of the characteristics and existing problems of the course policy evolution of preschool education in Britain.During this period,the curriculum policy evolution of preschool education in Britain reflected the distinct characteristics of the overall coherence of the policy,the gradual integration of policy design,the gradual integration of policy content,and the gradual diversification of the evaluation subjects in the policy.The following problems exist: the importance of teacher participation was once neglected in policy making;At one time,the policy implementation had a serious tendency towards intellectualism;Policy implementation has long been restricted by the legacy of decentralization.The fourth part puts forward targeted suggestions for China’s preschool education curriculum policy: policy content related provisions should be further clear and detailed;The age of application of policy criteria should be further extended;Policy objectives should highlight the inclusion of education objects;Add relevant provisions on course evaluation as appropriate to the policy;The implementation of the policy should abandon the purely knowledge-based curriculum and pay attention to the connection between preschool and primary school.