Pearson Pre-School Curriculum 1

学前教育专业英语词汇Pre-school education学前教育Pre-primary education 幼儿教育，学前教育Preschool children 学龄前儿童Preschool level学前水平Preschool period 学前期，幼儿期Early childhood education 婴幼儿教育，早期儿童教育Infan t education幼儿教育Infan t school education学前教育，幼儿教育Infan t-asylum育儿园，育婴堂Infan cy婴儿期Infan t 婴儿nursery苗圃；托儿所Nusery class婴儿班，托儿所K indergarten幼儿园K indergarten education 幼儿教育K indergarten training school 幼儿师范学校Nursery/ Playgroup幼儿园小班Lower Kindergarten/LKG 幼儿园中班Upper Kindergarten/UKG 幼儿园大班Preschool学前班P erry project佩里计划P erry preschool program study佩里学前教育研究计划Montessori.M aria玛丽雅.蒙台梭利(1870-1952)(意大利著名幼儿教育家，进步的幼儿教育先驱)Montessori approach蒙台梭利教学法Waldorf华德福教育High Reach Learning（高）延伸学习High Scope高瞻课程The Creative Curriculum 创意课程Reggio Emilia approach瑞吉欧教学法Bank Street河滨街模式Forest kindergartens 森林幼稚园Head Start开端计划National Association of Family Childcare(NAFCC)全国家庭托儿协会National Association for the Education of Young Children (NAEYC) 全国幼儿教育协会National Association of Child Care Professionals (NACCP)国家儿童保健专业人员协会Association of Child hood Education儿童教育协会International Association for Child hood Education(TACE)国际儿童教育协会Individuals with Disabilities Education Act (IDEA)特殊需要学生教育法案Individualized Education Plan(IEP) 个性化教育计划Individual Family Service Plan(IFSP) 个别家庭服务计划A cademic games教学游戏A dministration of children’s home 儿童教养院管理Institute of pre-school education学前教育研究所A dministration of pre-school education 学前教育管理A dministrative department for pre-school eduction 学前教育科/幼儿教育科A ttendance bureau 儿童入学管理处A typical child异常儿童B aby class 婴儿班，托儿所B aby farm育婴院B abyhood 婴儿期B abysitter看护婴儿者B eginners’class [英]（托儿所）小班；初学班B oarding home 寄养所，残疾儿童学校或失去正常家庭生活的儿童学校C art 儿童小书箱C hild education儿童教育C hild guidance clinic 儿童指导所C hild minder儿童保育员C hild-centered curriculum儿童中心的课程C hild-centered education 儿童中心教育C hild-centered theory儿童中心论C hildren of school age 学龄儿童C hildren’s class幼儿班C hildren’sD ay儿童节C hildren’s film儿童电影Cefective children缺陷儿童Deviant child举止失常儿童Differential treatment 因材施教Disadvantaged child贫穷儿童，失去受教育权利的儿童Divisional executive for children 地区教育行政主管Doll-play玩具游戏Educable child可教育儿童Friedrich froebel 弗里德里克.福禄贝尔（1782-1852），德国幼儿园创始人，教养改革家）Genius prodigy天才，儿童A ids to object teaching 直观教具Life-long Learning 终身学习E ducational approach 教育方针C are commission护理委员会P ositive guidance积极引导P ositive language积极言语G etting at eye level 平视C onflict resolution 解决冲突P ositive reinforcement正面强化A ctive listening积极聆听M aking eye contact 眼神交流S elf-fulfilling prophecy 自验语言T ime-out 暂停S tanding in the corner 站墙角N aughty chair顽皮的椅子（严格的纪律）C hild care幼托机构Attachment theory依恋理论S ecure attachment 安全型依恋T wo-generation programs 亲子教育方案A ffective-social development情感-社会性发展I nterlocking nature 先天遗传N urture后天教育L evel of maternal education 母亲受教育水平T eacher education教师教育P reparation职前培训Zone of proximal development最近发展区P romote emergent literacy skills 读写萌发技能D ialogic reading 对话阅读P retend play假想游戏S elf-regulation自我调节The whole child完整儿童儿童文学children’s literature心算mental arithmetic户外作业out-door study;out-door work户外运动out-door sport手工训练manual training手工教室manual-training room可教性educability示范demonstration示范法demonstration method;method of demonstration 示范教学demonstration teaching再教育re-education再发现法method of rediscovery自由游戏free play自行活动教学法method of self-activity儿童中心教育child-centered education儿童画children's drawing玩具plaything;toy直观法intuitive method直观教学intuitional instruction直接教学法direct method of teaching指定读物required reading指导的游戏directed play指导的学习directed learning;directed study指导练习coaching指读法Finger reading活动；作业activity活动分析activity analysis活动电影kinematography [,kinimə'tɔɡrəfi;,kai-]活动课程activity curriculum活动学校activity school胎教antenatal training个别教育individual education个别教学individual instruction;individual teaching个别阅读individual reading个案研究[法]case study method家庭作业home work家庭课业home lesson恩物Gift特殊教育special education 特殊教学法special didactics班级教学class teaching班级经营class management;classroom management做中学learning by doing玩中学learning through play基础课程{英语反复练习}basal course基础读物foundation reader从生活中学习learning through living从经验中学习learning by experience教育电影educational cinema教室讨论class discussion启发式教学developmental mode of teaching;heuristic mode of teaching 智能障碍教育education for mental retardation童话nursery tale游戏法play method游戏理论play-theory顿悟学习；洞悟学习insight learning尝试错误法method of trial and error;trial and error method团体游戏organized play图示graphical representation图示教学法pictorial method;picture method图画完成测验picture completion test实物material object实物教学object lesson; object teaching语言矫正班speech-correction class说话教学speaking-instruction说话教学speaking-instruction适性教育adaptive physical education阅读法reading method整体学习法whole learning method随机教育incidental education随机教学法accidental teaching method; incidental teaching method戏剧表演法method of dramatic expression营养学dietetics矫正教育{智能障碍教育}Correctional education;Corrective education 联想学习associative learning观察法observation method弹性分组制flexible shifting group plan弹性升级flexible promotion露天教学班fresh-air class（美）限制性电影，儿童不宜影片x-film国外学前教育研究杂志Psychological Bulletin 心理学报Advances in Child Development and Behavior儿童发展与行为进展American Psychologist美国心理学家Developmental Review 发展综论International Encyclopedia of Education国际教育百科全书International Journal of Educational Research 国际教育研究杂志School Psychology Quarterly 学校心理学季刊Linguistics and Education语言与教育Clinical Psychology Review临床心理学评论Cognitive Development认知发展International Journal of Educational Developmen t国际教育发展期刊Early Childhood Research Quarterly 幼儿研究季刊Developmental Psychology 发展心理学Journal of School Psychology 学校心理学杂志Journal of Applied Developmental Psychology应用发展心理学杂志Journal of Educational Psychology教育心理学杂志。

P earson Education LimitedEdinburgh GateHarlowEssex CM20 2JEEnglandand Associated Companies throughout the world© Pearson Education Limited 2014All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers.First published in 2014ISBN 9781447978398It is illegal to photocopy any page of this book without the written permission of the copyright holder.Cover design by Dion RushovichTypesetting by The Icon AgencyAcknowledgements:The Publishers would like to thank the following for the use of copyrighted images in this publication:Cover photo/artwork from commerceandculturestock / Getty Images/ Gallo Image 176220790Every effort has been made to trace the copyright holders. In the event of unintentional omissions or errors, any information that would enable the publisher to make the proper arrangements will be appreciated.How to use this course iv Curriculum Matching Chart vi Unit 1 Counting and writing up to 99 1 Unit 2 Counting up to 200 6 Unit 3 Identifying and reading numbers up to 200 12 Unit 4 Place value 17 Unit 5 Ordering of numbers up to 200 24 Unit 6 Writing of numbers up to 200 30 Unit 7 Fractions: half and quarter 36 Unit 8 Fractions: three-quarters 42 Unit 9 Adding two-digit numbers without exchanging or renaming 48 Unit 10 Adding three-digit numbers without exchanging or renaming 54 Term 1 Project 60 Term 1 Assessment 61 Unit 11 Subtracting two-digit numbers without exchanging or remaining 63 Unit 12 Adding two-digit numbers with exchanging or remaining 70 Unit 13 Subtracting two-digit numbers with exchanging and remaining 76 Unit 14 Adding three numbers together 83 Unit 15 Multiplying numbers 90 Unit 16 Open sentences 98 Unit 17 Word problems 103 Unit 18 Money 105 Unit 19 Shop with money 111 Unit 20 Length: Compare and identify differences in natural units 116 Unit 21 Length: standard measures 119 Term 2 Project 125 Term 2 Assessment 126 Unit 22 Telling time 127 Unit 23 Days of the Week 135 Unit 24 Weight 139 Unit 25 Capacity 146 Unit 26 Area 153 Unit 27 Three-dimensional shapes – cube and cuboid 160 Unit 28 Three-dimensional shapes – sphere and cylinder 167 Unit 29 T wo-dimensional shapes 173 Unit 30 Data collection 179 Term 3 Project 182 Term 3 Assessment 183 Index 184The New General Mathematics Primary 2 Pupil’s Book consists of 30 units. Each unit starts witha list of objectives, or commonly known as performance objectives (as listed in NERDC, 2013) that will be covered in each unit.In addition, the exercises in the Pupil’s Book have been carefully developed to ensure integration of the performance objectives from the curriculum, and a steady progression of skills throughout the year.It is important that you follow the order of the units, especially for related sub-topics, as units build on the knowledge and skills acquired in preceding units.The units follow a ‘teach and practise’ approach: • New concepts are explained and given context in their meaning.• Worked-through examples show pupils how to approach problem solving.• Exercises allow pupils to practise on their own.• Revision exercises round off each unit as a mixed exercise covering all the problems addressed in the unit.Summative assessment activities are provided at the end of every term in the form of T erm assessments, along with a term project. These assessmentstest pupils on all the knowledge and skills they have gained in each term, and the projects enable the pupils to apply the work they have learnt in practice.Additional features include:• Key words: Key terminology is highlighted for the pupils. Definitions are given in the Pupil’s Book and in the Teacher’s Guide.• Puzzles: Additional problems, usual in a real-life context to help grow an appreciation of mathematics in everyday life.• Challenges: Extension problems for stronger pupils to attempt. These exercises generally extend the scope of content covered in each unit. • Teaching notes: Advice and ideas for teachers indealing with the content on each page. Features of the Teacher’s GuideThis New General Mathematics Primary 2 T eacher’s Guide is lesson-based. The units of the Pupil’s Book are organised into a series of lessons. Units include most of the following features:• The performance objectives from the curriculum that are covered in the unit.• A list of suggested resources you will need.• Definitions for the key words in the Pupil’s Book, as well as some additional key words and their descriptions.• Frequently asked questions relating to teaching the unit’s content (not always applicable).• Common errors pupils make (not always applicable).• An evaluation guide showing the key learning milestones.Each lesson includes the following:• Preparation for the lesson (all the suggested resources) – remember, these can be tailor-made to suit the requirements of your classroom situation.• A starter activity, which helps you focus on the topic, or revise previous required knowledge.• Lesson focus, which suggests how you should teach the lesson, and the main strategies you can incorporate.• Answers to all exercises, puzzles and challenges in the Pupil’s Book and Workbook.• Assessment guidance on how to effectively assess pupils in each lesson.• Extension activities (not always applicable).• Suggestions for homework activities, where necessary.Note: The lesson-based guidelines are suggestions only. You, as the teacher, will need to assess how much your pupils are able to cover in each lesson. Features of the WorkbookThe New General Mathematics Primary 2 Workbook provides a worksheet for every unitHow to use this coursein the Pupil’s Book. Pupils use these worksheetsto practise the specific mathematical skills and concepts covered in each unit. It forms as a consolidation of the pupils’ understanding and is a useful resource for homework assignments. Pupils can record their answers and calculations in the spaces provided on each of the worksheets. The answers to these worksheets are all provided in the Teacher’s Guide.MethodologyMathematics teaching and learning goes beyond reaching the correct answer. Many mathematical problems have a range of possible answers. Pupils need to understand that mathematics is a tool for solving problems in the real world; not just about giving the correct answers.The Mathematics classroom must therefore provide an environment in which problem solving is seen as integral to the teaching programme, and where learning activities are designed to provide pupils with opportunities to think.Working mathematically involves:• questioning• applying strategies• communicating• reasoning• reflecting.Pupils will require some, or all of the above processes, to make sense of any mathematical concept. Problem-solving strategies include:• trial and improvement• acting it out• making a model• drawing a diagram or picture• looking for patterns• working backwards (inverse operations)• using tables and data• making a list.Primary Level 2 focuses primarily on building and strengthening the first five strategies listed above, and then in the later primary levels, builds on the other strategies.Alongside developing these problem-solving strategies, it is important for pupils to gain specific mathematical knowledge as tools for problem solving. At Primary level 2, these tools include:• counting, ordering, reading and writing numbers from 0 to 99• identifying, reading and counting numbers from 100 to 200• working with place value• ordering and writing numbers from 0 to 200• working with fractions (in halves, one-quarter and three-quarters)• adding two-digit and three-digit numbers without exchanging or renaming• adding two-digit numbers with exchanging or renaming• subtracting two-digit numbers without exchanging or renaming• subtracting two-digit numbers with exchanging or renaming• adding three numbers together• working with multiplication using repeated addition• working with open sentences and word problems• working with money (identifying the uses of money, recognising all types of Nigerian money, and changing money up to and no greater than ₦20)• measuring and comparing lengths (natural units, such as hand spans, arm spans, footsteps and strides; and standard measures, such as centimetres and metres)• telling the time (in hours and half hours), and naming and arranging days of the week• ordering and comparing objects of weight • working with capacity (identifying objects that can measure capacity and order containers according to their capacities)• comparing areas of surfaces and identifying the use of standard measuring units• working with two-dimensional shapes (square, rectangle, circle and triangle), and identifying corners of a square• working with three-dimensional shapes (cube and cuboid, sphere and cylinder)• collecting and arranging data.How to use this courseCurriculum Matching ChartCurriculum Matching ChartviiFor your notes For your notes。

No.7、8，2017General No.735、7362017年第7、8期(总第735、736期)幼儿教育(教育科学)Early Childhood Education(Educational Sciences)【摘要】本研究以学前教育项目评价相对完善的休斯顿独立学区为例，对美国“学前儿童父母家庭辅导项目”（HIPPY ）的评价体系进行了较深入的分析。

在此基础上，研究者提出，应强化学前教育项目的追踪研究意识与能力，建立相应的数据库；应重视儿童的主观能动性，拓宽评价研究的视角；应实施多维度评价，以完善学前教育项目评价体系。

【关键词】HIPPY ；学前教育项目；评价；启示【中图分类号】G619【文献标识码】A 【文章编号】1004-4604（2017）07/08-0086-04美国“学前儿童父母家庭辅导项目”的评价体系及其启示——以休斯顿独立学区为例*王佳悦蔡迎旗**（华中师范大学教育学院，武汉，430079）*本文为国家社会科学基金教育学一般课题“建构主义理论视野下幼儿园的教师自主学习支持系统的研究”的研究成果之一，课题编号：BBA150017。

**通讯作者：蔡迎旗，博士，华中师范大学教育学院副院长、教授、博士生导师，·国外教育·20世纪80年代，美国联邦政府围绕“教育机会均等”与“教育质量提升”两大使命，对处境不利儿童的教育政策进行不断调整和完善。

1984年，美国开展的“学前儿童父母家庭辅导项目”（Home Instruction for Parents of Preschool Youngsters ，简称HIPPY ）正是基于这一背景产生的。

HIPPY 项目为全国不同种族和地区的家庭服务，尤其是经济贫困和父母受教育水平有限的家庭。

该项目通过加强社区和家庭的联系，〔1〕为儿童和家长提供资源，以促进儿童的认知能力、早期读写能力和社会情感发展，帮助处境不利儿童接受高质量的学前教育。

Title: Exploring the Benefits of Pearson Early Childhood English Level A1. IntroductionAs parents and educators, we all understand the importance of providing children with a strong foundation in English from an early age. One program that has gained recognition for its effectiveness in this area is Pearson Early Childhood English Level A. This article aims to explore the benefits of this program and how it can contribute to a child's language development and overall learning experience.2. Overview of Pearson Early Childhood English Level APearson Early Childhood English Level A is specifically designed for young learners aged 3-5 years old. It focuses on introducing basic English vocabulary and language structures in a fun and interactive way. The program epasses various learning materials and activities that are tailored to the developmental needs of young children.3. Engaging and Interactive Learning MaterialsOne of the key advantages of Pearson Early Childhood English Level A is its engaging and interactive learning materials. Theprogram includes colorful picture books, flashcards, audio resources, and interactive digital content that are designed to capture the attention and interest of young learners. These materials create a stimulating learning environment where children can explore and engage with the English language in a playful manner.4. Developmentally Appropriate CurriculumThe curriculum of Pearson Early Childhood English Level A is carefully crafted to align with the developmental milestones of young children. It introduces basic English vocabulary relating to daily routines, family, animals, and more. The activities and exercises in the program are age-appropriate, ensuring that children can learn at their own pace and in a manner that suits their cognitive and linguistic abilities.5. Cultivating a Love for English LearningAnother significant benefit of Pearson Early Childhood English Level A is its emphasis on cultivating a love for English learning. The program incorporates songs, rhymes, and storytelling to create a joyful and positive language learning experience for children. By associating English with fun and enjoyable activities, the program helps to instill a positive attitude towards languagelearning from a young age.6. Integrated Skills DevelopmentPearson Early Childhood English Level A not only focuses on introducing vocabulary, but also on developing the four language skills - listening, speaking, reading, and writing. Through the use of interactive activities and games, the program provides opportunities for children to practice and enhance their language skills in a holistic manner.7. Support for Educators and ParentsThe program also offers support for educators and parents through teacher guides and parent resources. These materials provide guidance on how to effectively implement the program and support children's English language learning at home and in the classroom. By involving parents and educators in the learning process, the program aims to create a collaborative and supportive language learning environment for young children.8. ConclusionIn conclusion, Pearson Early Childhood English Level A offers aprehensive and effective approach to introducing younglearners to the English language. Through its engaging materials, developmentally appropriate curriculum, and emphasis on joyful learning, the program has proven to be beneficial in nurturing children's language development and creating a strong foundation for future English proficiency. As we continue to recognize the significance of early childhood English education, Pearson Early Childhood English Level A stands out as a valuable resource for parents and educators in this pursuit.。

Pre-sessionalcourse到底是什么样的课程对比雅思学习课程与大学课前语言课程的天然属性会发现，雅思学习是一种以提高考试成绩为主要或唯一目标的应试学习;而大学开设的课前语言课程，则是以正课学习所需的各方面英语能力为出发点，专门针对国际学生可能在学习中遇到的问题，为国际学生提供集中且高效的重点学习。

例如，英国的课前语言课程是由语言中心的专业全职老师负责教学管理，根据学生在整个英国学习阶段中的核心需求，从学生正课的学习体验出发，针对在英学习所必需的学术英语技能而设计。

课前语言课程根据英语水平和正课专业为学生分班，小班授课，每班12-15人左右，每周课时高达20小时，通过率高，没有固定的毕业比例。

针对正课专业，还会特别为学生加入专业领域英语知识的培养。

语言课程会在布里斯托大学内教授，使学生全面融入大学的学习环境与氛围。

Pre-sessionalcourse的核心课程目标，是为了帮助国际学生在正课开始之前，提前做好准备，特别是学术英语能力。

从广泛意义上来说，课前语言课程为学生在正课开始之前，提供了调整自我和适应生活的机会。

而从提高英语水平的角度来说，课前语言课程是一个非常紧凑的英语学习课程，具有高度的针对性，这是其与学生在国内参加的语言课程最大的区别。

布里斯托大学课前语言课程的基本课程设置如下：高级英语语言学习学术英语(学术写作技巧)学术英语(演讲、讨论和学习必需口语)学习技巧实践实用讲座(在英生活、学术兴趣、文化兴趣)个人辅导除全面的学术英语培养之外，布里斯托大学的课前语言课程也涵盖多种必备学习技巧的指导，如研究方法、批判性思维，为学生在正课开始之前提供了最佳机会和时间，去适应英国的学习强度及节奏，并在生活上做好准备，以保证以最优状态开始正式的专业学习。

所以说，Pre-sessionalcourse是一条针对生提高英语能力的捷径。

不管语言是否达到录取条件，学生都可以在Pre-sessionalcourse的学习中，获得最有价值的帮助和提高。

小新星英语课程体系Xiaoxinxing English Curriculum: Unlocking the Path to Language MasteryIntroduction:The Xiaoxinxing English Curriculum is a comprehensive and innovative language learning program designed to develop proficiency in English for students of all ages. Our curriculum is meticulously crafted, keeping in mind the unique needs of learners and aiming to provide a solid foundation in all aspects of the English language. With a focus on communicative competence, critical thinking, and cultural awareness, our curriculum empowers students to become confident and effective users of English.1. Pre-school English:The Xiaoxinxing English Curriculum recognizes the significance of early exposure to English. Throughinteractive and engaging activities, young learners begin their English journey by developing listening and speaking skills. Basic vocabulary, phonetics, and grammar are introduced through songs, games, and storytelling, laying the groundwork for future language development.2. Primary English:In the primary years, our curriculum aims to enhance students' understanding and usage of English through a balanced approach. Listening, speaking, reading, and writing skills are honed through diverse activities like role-plays, group discussions, reading comprehension, and creative writing. Vocabulary expansion and sentence structure building exercises enable students to express ideas fluently and accurately.3. Intermediate English:As students progress to the intermediate level, the curriculum focuses on enhancing language proficiency andbuilding confidence in both written and spoken English. Emphasis is placed on expanding vocabulary, mastering grammar rules, and developing reading comprehension skills. Real-life scenarios and discussions encourage students to articulate opinions, present arguments, and engage in debates.4. Advanced English:At the advanced level, the Xiaoxinxing English Curriculum prepares students for academic and professional success. Advanced reading materials and authentic resources are utilized to improve critical thinking and analytical skills. Writing tasks, such as essays and research papers, challenge students to express themselves effectively. Complex grammatical structures, advanced vocabulary, and idiomatic expressions enable students to communicate naturally and precisely.5. Exam Preparation:Recognizing the importance of standardized English language exams, our curriculum provides dedicated preparation for exams such as TOEFL, IELTS, and Cambridge English. Through targeted practice tests, mock exams, and intensive skill-building exercises, students become familiar with the exam formats and gain confidence in tackling exam-specific tasks.6. English for Specific Purposes:The Xiaoxinxing English Curriculum also offers specialized courses to cater to students with specific language needs. Business English, Academic Writing, English for Tourism, and English for Science are some examples of tailored courses that help learners develop the language skills required for their chosen fields or interests.7. Cultural Awareness:Alongside language proficiency, fostering cultural awareness is an integral part of our curriculum. Throughstudying English literature, exploring different cultural perspectives, and participating in cross-cultural activities, students gain appreciation for diversity and develop intercultural competence.Conclusion:The Xiaoxinxing English Curriculum is a comprehensive and well-structured language learning program that equips students with the necessary skills to become proficient English communicators. By catering to the unique needs of learners at different stages, the curriculum promotes language mastery, critical thinking, and cultural awareness. With the Xiaoxinxing English Curriculum, students embark on an enriching journey that opens doors to endlessopportunities in the globalized world.。

浅析美国学前课程评价及启示—以“学前课程评价研究”项目（PCER）为例发布时间：2022-05-17T04:01:46.768Z 来源：《中国教师》2022年第3期作者：朱芸[导读] 学前课程评价是学前教育评价的重要组成部分朱芸渤海大学 121000摘要：学前课程评价是学前教育评价的重要组成部分，尤其在当前教育改革特别是基础教育课程改革的背景下，推进学前教育课程评价的实践显得十分必要。

美国的“学前课程评价研究”项目（PCER）反映了美国学前教育课程评价发展的重要阶段，对美国学前教育事业的发展产生了重要影响。

本文通过对美国“学前课程评价项目”（PCER）的简要介绍，探讨PCER项目的提出背景，分析PCER项目的内容与实施情况以及特点，总结其经验得失，希望能对我国当前的学前课程评价实践有所启发。

关键词:课程评价；学前课程评价；美国学前课程评价研究项目（PCER）学前课程评价是根据一定的标准，在搜集、分析资料的基础之上对幼儿园课程的目标、内容、实施过程和实施效果等做出价值判断的过程，对学前教育评价内涵的正确把握对于幼儿的健康发展、幼儿教师的专业水平提升、幼儿园教育质量的提高具有重要意义。

20世纪90年代，英国学前课程不断改革与发展，颁布了《基础阶段课程指南（3-5岁）》等法案，促进了英国学前课程的发展，对英国教育水平的提升也有重要作用；瑞典自1990年代起就十分重视学前教育的发展，颁布了《学前教育课程》；新西兰政府颁布了《编席子：学前课程》教育法案，以教育公平和民主为重心，促进新西兰学前教育事业的发展。

在学前课程的不断变革与发展中，评估学前课程的有效性也变得十分必要。

2010年7月，我国颁布了《国家中长期教育改革和发展规划纲要（2010-2022年）》其中提出了“基本普及学前教育”规划目标；2001年颁布了《幼儿园教育指导纲要（试行）》，其中对于教育评价方面做出了一定的规定，重视学前教育中对于学前课程的评价。

学前教育专业英语词汇Pre-school education 学前教育Pre-primary education 幼儿教育，学前教育Preschool children 学龄前儿童Preschool level 学前水平Preschool period 学前期，幼儿期Early childhood education 婴幼儿教育，早期儿童教育幼儿教育education t Infan学前教育，幼儿教育education t school InfanInfan t-asylum 育儿园，育婴堂Infan cy 婴儿期Infan t 婴儿nursery 苗圃；托儿所Nusery class 婴儿班，托儿所K indergarten 幼儿园K indergarten education 幼儿教育K indergarten training school 幼儿师范学校Nursery/ Playgroup 幼儿园小班Lower Kindergarten/ LKG 幼儿园中班Upper Kindergarten/ UKG 幼儿园大班Preschool 学前班P erry project 佩里计划P erry preschool program study 佩里学前教育研究计划Montessori.M aria玛丽雅.蒙台梭利(1870-1952)(意大利著名幼儿教育家，进步的幼儿教育先驱)Montessori approach 蒙台梭利教学法1．Waldorf 华德福教育High Reach Learning（高）延伸学习High Scope 高瞻课程The Creative Curriculum 创意课程Reggio Emilia approach 瑞吉欧教学法Bank Street 河滨街模式Forest kindergartens 森林幼稚园Head Start 开端计划National Association of Family Childcare(NAFCC)全国家庭托儿协会National Association for the Education of Young Children (NAEYC) 全国幼儿教育协会National Association of Child Care Professionals (NACCP) 国家儿童保健专业人员协会Association of Child hood Education 儿童教育协会International Association for Child hood Education(TACE)国际儿童教育协会Individuals with Disabilities Education Act (IDEA) 特殊需要学生教育法案Individualized Education Plan (IEP) 个性化教育计划Individual Family Service Plan (IFSP) 个别家庭服务计划A cademic games 教学游戏A dministration of children's home 儿童教养院管理Institute of pre-school education 学前教育研究所A dministration of pre-school education 学前教育管理A dministrative department for pre-school eduction 学前教育科/幼儿教育科A ttendance bureau 儿童入学管理处A typical child 异常儿童B aby class 婴儿班，托儿所B aby farm 育婴院B abyhood 婴儿期2．B abysitter 看护婴儿者B eginners' class [英]（托儿所）小班；初学班B oarding home 寄养所，残疾儿童学校或失去正常家庭生活的儿童学校C art 儿童小书箱C hild education 儿童教育C hild guidance clinic 儿童指导所C hild minder 儿童保育员C hild-centered curriculum 儿童中心的课程C hild-centered education 儿童中心教育C hild-centered theory 儿童中心论C hildren of school age 学龄儿童C hildren's class 幼儿班C hildren'sD ay 儿童节C hildren's film 儿童电影Cefective children 缺陷儿童Deviant child 举止失常儿童Differential treatment 因材施教Disadvantaged child 贫穷儿童，失去受教育权利的儿童Divisional executive for children 地区教育行政主管Doll-play 玩具游戏Educable child 可教育儿童Friedrich froebel 弗里德里克.福禄贝尔（1782-1852），德国幼儿园创始人，教养改革家）Genius prodigy 天才，儿童A ids to object teaching 直观教具Life-long Learning 终身学习3．E ducational approach 教育方针C are commission 护理委员会P ositive guidance 积极引导P ositive language 积极言语G etting at eye level 平视C onflict resolution 解决冲突P ositive reinforcement 正面强化A ctive listening 积极聆听M aking eye contact 眼神交流S elf-fulfilling prophecy 自验语言T ime-out 暂停S tanding in the corner 站墙角N aughty chair 顽皮的椅子（严格的纪律）C hild care 幼托机构Attachment theory 依恋理论S ecure attachment 安全型依恋T wo-generation programs 亲子教育方案A ffective-social development 情感-社会性发展I nterlocking nature 先天遗传N urture 后天教育L母亲受教育水平education evel of maternal T eacher education 教师教育P reparation 职前培训Zone of proximal development 最近发展区P romote emergent literacy skills 读写萌发技能D ialogic reading 对话阅读P retend play 假想游戏S elf-regulation 自我调节4．The whole child 完整儿童儿童文学 children's literature心算mental arithmetic户外作业out-door study; out-door work户外运动out-door sport手工训练manual training手工教室manual-training room可教性educability示范demonstration示范法demonstration method; method of demonstration 示范教学demonstration teaching再教育re-education再发现法method of rediscovery自由游戏free play自行活动教学法method of self-activity儿童中心教育child-centered education儿童画children's drawing玩具plaything; toy直观法intuitive method直观教学intuitional instruction直接教学法direct method of teaching指定读物required reading指导的游戏directed play指导的学习directed learning; directed study指导练习coaching指读法Finger reading活动；作业activity活动分析activity analysis活动电影kinematography [,kinim?'t?ɡr?fi; ,kai-]活动课程activity curriculum活动学校activity school胎教antenatal training个别教育individual education个别教学individual instruction; individual teaching个别阅读individual reading个案研究[法] case study method5．家庭作业home work家庭课业home lesson恩物Gift特殊教育special education 特殊教学法special didactics 班级教学class teaching班级经营class management; classroom management做中学learning by doing玩中学learning through play基础课程{英语反复练习} basal course基础读物foundation reader从生活中学习learning through living从经验中学习learning by experience教育电影educational cinema教室讨论class discussion启发式教学developmental mode of teaching; heuristic mode of teaching 智能障碍教育education for mental retardation童话nursery tale游戏法play method游戏理论play-theory顿悟学习；洞悟学习insight learning尝试错误法method of trial and error; trial and error method团体游戏organized play图示graphical representation图示教学法pictorial method; picture method图画完成测验picture completion test实物material object实物教学object lesson; object teaching语言矫正班speech-correction class说话教学speaking-instruction说话教学speaking-instruction适性教育adaptive physical education阅读法reading method整体学习法whole learning method随机教育incidental education随机教学法accidental teaching method; incidental teaching method戏剧表演法method of dramatic expression6．营养学dietetics矫正教育{智能障碍教育} Correctional education; Corrective education 联想学习associative learning观察法observation method弹性分组制flexible shifting group plan弹性升级flexible promotion露天教学班fresh-air class（美）限制性电影，儿童不宜影片 x-film国外学前教育研究杂志Psychological Bulletin 心理学报Advances in Child Development and Behavior 儿童发展与行为进展American Psychologist 美国心理学家Developmental Review 发展综论International Encyclopedia of Education 国际教育百科全书International Journal of Educational Research 国际教育研究杂志School Psychology Quarterly 学校心理学季刊Linguistics and Education 语言与教育Clinical Psychology Review 临床心理学评论Cognitive Development 认知发展International Journal of Educational Developmen t 国际教育发展期刊Early Childhood Research Quarterly 幼儿研究季刊Developmental Psychology 发展心理学Journal of School Psychology 学校心理学杂志Journal of Applied Developmental Psychology 应用发展心理学杂志Journal of Educational Psychology 教育心理学杂志7．。

收稿日期:2023-02-28基金项目:中国基础教育质量监测协同创新中心课题项目‘科学幼小衔接背景下儿童入学准备评价研究“(项目编号:2022-02-009-BZPK01);华东师范大学学前教育学系第二届安乔科研基金项目‘幼小衔接课程设计的国际经验 基于学前课程纲要的分析“(项目编号:ECEAQFH203)㊂通讯作者:李召存,E-mail:zcli@OECD 国家幼小衔接课程设计的经验与启示 基于幼㊁小课程纲要的分析徐昭媛1,2,李召存1,2(1.华东师范大学教育学部,上海200062;2.中国基础教育质量监测协同创新中心华东师大分中心,上海200062)摘㊀要:2021年教育部发布了‘关于大力推进幼儿园与小学科学衔接的指导意见“,幼小衔接成为两个学段共同关注的问题㊂为了更好地落实基于儿童发展连续性的幼小双向衔接,本文以OECD 国家学前教育和小学教育的课程纲要文本为基础,从课程的角度探讨了幼小衔接课程设计的国际经验㊂通过对OECD 国家课程纲要政策文本的分析,梳理幼小衔接课程观㊁课程设置㊁课程目标㊁课程内容㊁课程实施和课程评价中的连续性课程设计逻辑㊂提出我国幼小衔接课程设计儿童为本的课程衔接观㊁儿童经验导向的课程实施㊁幼小协同合作的课程编制㊁连续性的课程评价机制四方面的建议㊂关键词:幼小衔接;课程设计;课程纲要;儿童发展连续性中图分类号:G61㊀㊀文献标识码:A㊀㊀doi :10.3969/j.issn.1005-2232.2023.04.007一㊁问题提出2020年中共中央‘关于制定国民经济和社会发展第十四个五年规划和二ʻ三五年远景目标的建议“中提出了 建设高质量教育体系 的目标㊂近年来,我国学前教育质量不断提升,义务教育质量在2022年发布的新课程标准推动下,也将迎来又一个质量提升的契机㊂在此基础上,如何加强两个学段之间的衔接,就成为建设高质量教育体系的重要一环㊂高质量幼小衔接对儿童早期发展及后续教育质量的重要作用也已成为国际共识,2017年,经济合作与发展组织(OECD)发布了‘强势开端Ⅴ:幼小衔接“(Starting StrongⅤ:Transitions From Early Childhood Education and Care to Primary Educa-tion)报告,聚焦OECD 国家在设计㊁实施㊁管理和监测幼小衔接中的过渡经验㊁挑战与应对,关注学前教育质量的延续,强调学段之间过渡的连续性(continuity)㊂该报告指出: 适当且一致的课程指导下的高质量过渡,将提高学前教育积极影响持续到小学和以后的可能性 [1]㊂课程是支持儿童持续性发展的重要载体,是学前教育质量监测的重要指标,课程质量的高低直接关系到儿童的学习和发展[2],幼儿园和小学在课程设置上的差异被认为是过渡时期最主要的差异之一[3]㊂连续一致的课程可以为儿童的学习与发展提供一致㊁渐进和全面的支持,是幼小衔接工作开展的保障,同时也可为后继29 第20卷㊀第4期2023年8月㊀㊀㊀㊀㊀㊀㊀㊀㊀㊀㊀㊀㊀㊀㊀㊀㊀Journal of Schooling Studies ㊀㊀㊀㊀㊀㊀㊀㊀㊀㊀㊀㊀㊀㊀㊀㊀Vol.20,No.4㊀㊀Aug.2023教育阶段奠定基础㊂2021年,教育部颁布‘关于大力推进幼儿园与小学科学衔接的指导意见“(以下简称‘指导意见“),首次提出幼儿园与小学 双向衔接 ,强调幼儿园与小学协同合作,科学做好入学准备和入学适应㊂但我国幼儿园和小学在学制上缺乏联系,缺少一体化的顶层设计,幼儿园以游戏为基本活动与小学分科教学的课程设计存在一定差异㊂在两个学段课程差异的现实背景下,幼小协同合作应以何为基础, 双向衔接 中幼小应分别承担什么任务,如何缩小两个学段的差异以增进教育的连续性,都将是学前教育工作者需要思考和回应的问题㊂课程纲要作为政府层面指导课程发展的政策文件,既体现着教育理论的指导性,同时也对课程设计与实施有一定规定性㊂通过顶层设计确保两个学段课程的连续性和一致性,有助于缩小两个学段间的差异,减缓学段间的衔接坡度,为开展幼小双向衔接提供抓手㊂OECD国家在幼小衔接连续性方面进行了积极探索,‘强势开端Ⅴ:幼小衔接“中课程与教学连续性是OECD国家成功过渡的重要经验领域㊂本研究在此基础上检索相关国家的幼小课程纲要政策文本,通过文本分析探索幼小衔接中的连续性经验㊂各国在指称 课程纲要 这一概念时有不同的表述,如 national curriculum guideline national curriculum framework national curriculum standards 等,但总体代表着全国(地区)范围内的一个共识性的课程愿景或课程发展框架[4]㊂通过对19个不同OECD国家(地区)的30余份学前和小学的课程纲要(见表1)的考察,从课程理念㊁课程设置㊁课程目标㊁课程内容㊁课程实施和课程评价六个方面分析其中幼小衔接课程设计的逻辑,为我国幼小衔接课程的设计及幼小衔接实践提供一定参考㊂表1㊀部分OECD国家幼儿园和小学课程纲要国家(地区)幼儿园课程纲要小学课程纲要澳大利亚‘早期学习框架“(BELONGING,BEING&BECOMING The EarlyYears Learning Framework for Australia)‘澳大利亚课程“(The Australian Curriculum)爱尔兰‘Aistear:幼儿教育课程框架“(Aistear:the Early Childhood Cur-riculum Framework)‘小学课程“(Primary School Curriculum)挪威‘幼儿园内容和任务框架计划“(Framework Plan for the Contentand Tasks of Kindergartens)‘国家中小学教育和培训知识促进课程“(The National Cur-riculum for Knowledge Promotion in Primary and Secondary Edu-cation and Training(Kunnskapsløftet))瑞典‘学前教育课程“(Curriculum for the Preschool)‘2011年义务教育学校㊁学前班和娱乐中心课程大纲“(Cur-riculum for the Compulsory School,the Preschool Class and the Out of School Centre2011)芬兰‘幼儿园教育与保育国家核心课程“(National Core Curriculumfor Early Childhood Education and Care)学前教育国家核心课程“(National Core Curriculum for Pre-primary Education)‘基础教育国家核心课程2014“(National Core Curriculum forBasic Education2014)新西兰‘编席子:学前课程“(Te Whāriki:Early Childhood Curriculum)‘新西兰课程“(The New Zealand Curriculum)毛利语学校课程“(the National Curriculum for Maōri medium Schooling)丹麦‘强化教学课程“(The Strengthened Pedagogical Curriculum)‘小学各年级(包括学前班)共同目标“Fælles Mål(Common Objectives)for Each Grade in Primary School,Including Preschool Class法国‘学前教育:一个独特的周期,所有人成功的基础“(Preschool:A Unique Cycle,Fundamental for the Success of All)‘基本学习周期,巩固周期和深化周期的教育方案“(Curricu-lum of the Fundamental Learning Cycle(cycle2,6to8yearsold),the Cycle of Consolidation(cycle3,9to11years old)andthe Cycle of Deepening(cycle4,since12years old))日本‘幼稚园教育要领“‘小学校学习指导要领“韩国‘努里课程“(Nuri Curriculum)‘中小学国家课程“(The National Curriculum for the Primary and Secondary Schools)39徐昭媛,等.OECD国家幼小衔接课程设计的经验与启示(续表1)国家(地区)幼儿园课程纲要小学课程纲要美国(新泽西州)‘新泽西州幼儿园实施指南“(New Jersey Kindergarten Implemen-tation Guidelines)‘新泽西州核心课程内容标准“(New Jersey s Core CurriculumContent Standards)英国(英格兰)‘学前基础阶段法定框架“(Statutory Framework for the Early Years Foundation Stage)英国(威尔士)‘基础阶段课程框架“(Curriculum for Wales-Foundation Phase Framework)德国‘各州关于儿童日托机构早期教育的共同框架“(National Framework for Early Education in Kindergarten)奥地利‘初等教育机构课程框架“(Framework Curriculum for ECEC In-stitutions in Austria)卢森堡‘基础教育学习计划“(National Curriculum for Fundamental Education)意大利‘学前教育与第一周期教育课程的国家指导方针“(National Curriculum Guidelines for Preschool and First Cycle of Education)‘国家指标和新方案2018“(National Guidelines and New Scenarios(Indicazioni nazionali e nuovi scenari2018)英国(苏格兰)‘卓越课程“(Curriculum for Excellence)‘卓越课程:从学前到小学的过渡“(Curriculum for Excellence:Preschool into Primary Transition)波兰‘学前教育和单一结构小学核心课程“(Core Curriculum for Pre-school and General Education in Individual Types of Schools)二㊁OECD国家课程纲要中幼小衔接课程设计的经验(一)幼小衔接课程观连续性和一致性的课程是儿童学习与发展连续性的支持,是开展幼小衔接的载体;儿童学习与发展的连续性则是连续一致课程的基础,是实施幼小衔接的抓手㊂正如日本在‘幼儿园教育与小学教育的顺畅衔接(报告)“中所指出的, 为了促进幼儿园和小学的衔接,首先需要确定一个途径,即根据儿童发展和学习的连续性来理解学前教育和小学教育之间的关系 [5]㊂通过对国际幼小课程纲要的分析,可以看出其以儿童为本,坚持课程连续性与一致性的课程理念㊂儿童学习与发展的连续性本质是儿童经验的连续性㊂澳大利亚‘早期学习框架“指出要提供连续性经验确保儿童顺利过渡,新南威尔士州将儿童学习的连续性作为支持顺利过渡的关键,强调将儿童及其经验置于教育连续体,尤其是衔接实践的中心㊂爱尔兰‘小学课程“的课程原则强调儿童知识经验的重要性,认为儿童的现有经验是获得新理解的起点,使儿童能够从已知到未知,从简单到更复杂,从具体到抽象,形成有效的㊁连贯的和相关的学习经验㊂ 儿童之前的学习㊁自我价值和身份认同是建立在他们从家庭到学前班,再到小学阶段的过程中的,这为他们进入小学后的学习奠定了重要基础 [6]㊂ 了解儿童对其过渡过程经验的看法对于开展过渡实践至关重要 [7],以儿童为本的课程衔接观要以儿童的兴趣㊁需要让儿童积极参与到课程建设中㊂挪威‘幼儿园内容和任务框架计划“明确提到了儿童的参与权,鼓励儿童表达自己的想法和意见,尊重儿童的意图和经验, 儿童是最重要的行动者,发展和活动的起点必须是儿童的经历和观点 [8]㊂丹麦要求课程中必须包含儿童的观点,必须考虑到儿童的年龄和成熟程度,让儿童自然地参与到课程与评估中[9]㊂基于儿童观点㊁兴趣㊁动机和问题的过渡,有助于儿童从自身的角度理解其日常生活体验,也会促使儿童更加积极地参与到自身建设中,更有助于儿童的顺利过渡㊂在以儿童为本的理念导向下,许多国家(地区)关注幼小衔接中儿童学习与发展的连续性,在学49基础教育前课程纲要中明确规定了课程连续性的要求,在课程目标㊁内容㊁实施㊁评价等方面也均体现出儿童的连续性特点㊂挪威的课程纲要规定了幼儿园和小学课程的联系,强调两个学段要有一致的价值观与相似的学习领域㊂澳大利亚两个学段的课程中始终坚持整体主义的理念,强调儿童发展的整体性,‘早期学习框架“要求幼儿园教学要 采用整体主义的教学方式 ,‘澳大利亚课程“将课程分为学习领域㊁一般能力和跨课程优先事项三个维度,其中学习领域包含8个领域的多门学科,这些领域或学科都有共同的内容,领域㊁学科和其他维度相互联系,也体现了整体主义的课程理念㊂连续性课程框架不仅支持从幼儿园到小学的平稳过渡,还能确保学习方法聚焦于适合儿童的发展水平,而不是从一个阶段到另一个阶段的重复[10]㊂(二)幼小衔接课程设置OECD 对成员国的调查报告显示,78%的国家学前阶段和小学阶段的课程是具有连续性的;54%的国家明确将两个阶段的课程保持一致;而24%的国家则将两个学段的课程进行整合,形成了完全整合的课程设置㊂从课程整合的角度分析不同国家(地区)课程纲要,可以将其分为分段课程㊁衔接课程㊁一体化课程三种类型(如图1)㊂图1㊀幼小衔接课程设置的三种类型㊀分段课程是指幼儿园和小学遵循两份不同的课程纲要,教育实践中采用两种不同的课程框架㊂为了顺利从幼儿园过渡到小学,学前阶段根据‘幼稚园教育要领“制定了 接近课程 (Approach Cur-riculum),小学阶段根据‘小学校学习指导要领“制定了 开端课程 (Start Curriculum),以儿童学习与发展的连续性为基础,将连贯性和一致性的教育理念渗透两套课程中㊂幼小衔接课程以 教育目的和目标-课程-教育活动 的三层结构为基础,培养儿童学习的基本技能,使其在学前和小学低年级阶段形成学习独立㊁生活独立㊁精神独立的 三种独立 能力,并在此基础上通过小学及以后的教育形成终身学习的基础[11]㊂新西兰学前阶段的课程‘编席子“和基础教育阶段课程‘新西兰课程“有一致的愿景和原则,‘编席子“中的幸福健康㊁归属感㊁贡献㊁交流㊁探索五大发展线索与‘新西兰课程“中关键能力㊁价值观㊁学习领域三方面相连接,从儿童的学习品质出发制定相应的课程标准,从不同的角度考虑儿童的学习目标与学习成果,使学前阶段与基础教育阶段得以很好的衔接[12]㊂衔接课程是指在学前教育和小学教育之间设置的专门的衔接课程,这种课程一般在学前教育的后一两年和小学的前一至三年实施㊂美国强调在学前教育与小学之间建立更强联系的重要性,将0-8岁早期儿童的教育分为两个阶段,设置了称为 PK-3 或 0-8 的课程㊂第一阶段是学前教育学段(Preschool),面向0-5岁的儿童;第二阶段是K 学段到小学3年级(K-3),面向5-8岁的儿童,其中专门设有面向5-6岁儿童的K 学段(Kindergarten),从学制上聚焦幼小衔接阶段的特殊性㊂美国没有全国统一的课程标准,但每个州都有自己的课程框架,如新泽西州在‘新泽西州K 学段实施指南“中强调各年级之间适宜性发展课程的协调,提出在达到总体内容领域目标的同时,课程应有目的地将有意义的技能和概念从多个内容领域整合成每次的学习经验,为学龄前到三年级的儿童提供不间断的教学实践和概念发展,使之成为连续性课程的一部分㊂英国威尔士制定了面向3-7岁儿童的基础阶段(Foundation Phase,FP)课程,课程连接学前教育和小学教育,旨在支持两学段之间的顺利过渡㊂一体化课程是指儿童从学前(出生)到小学(中学)的课程设置,不同地区的一体化课程在儿童年龄方面有不同要求,但本质是无论儿童处于哪一教育阶段,使用的都是同一个课程框架㊂意大利‘学前教育与第一周期教育课程的国家指导方针“涵盖了儿童从幼儿园到小学再到初中的发展目标和59 徐昭媛,等.OECD 国家幼小衔接课程设计的经验与启示基础教育经验领域,为儿童在学科或经验领域的发展设定了总体目标㊁学习目标和相关目标,使学前教育课程小学课程的目标保持一致,由此发展与经验和学科领域相关的技能㊂英国苏格兰的‘卓越课程“则面向3-18岁的儿童设置了一套连贯课程,其中幼小衔接期从三岁到一年级,通过发展儿童的学习素养与各项能力来帮其顺利实现从学前教育到小学教育的过渡㊂(三)幼小衔接课程目标幼小衔接课程目标是幼小衔接课程的基本导向和遵循,是期望儿童达到的理想发展水平或状态㊂在对幼小课程纲要的分析中,主要有聚焦儿童入学准备的近景目标和指向儿童终身学习远景目标㊂聚焦儿童入学准备的课程目标主要目的是帮助儿童顺利地从学前阶段过渡到小学阶段,根本旨归是通过课程发展儿童进入小学所需的各项能力,关注儿童在下一学段的学习与发展,以期通过学前教育为儿童接受小学教育乃至后续阶段的教育打下坚实基础㊂卢森堡的学前教育和小学教育处于不同周期,每个周期的目标和发展成果之间环环相扣,学前期的不同领域要达到的核心能力是过渡到小学所需的技能㊂芬兰‘国家学前教育核心课程“的课程目标认为每个孩子从学前教育到基础教育的学习路径是一个基于儿童需求的灵活连续体,学前教育是为小学教育做准备的,学前阶段的课程主要聚焦儿童入学准备,发展儿童入学所需的各项要求㊂瑞典的学前班作为过渡阶段,其目标和核心内容则是朝着义务教育所提出的知识标准的方向发展,由此保证学生学习与发展的连续性[13]㊂学前教育是为义务教育和后续基础教育奠基的场所,学前教育的目标是培养基本的学习技能,让儿童为进入小学做好准备,要求学前和小学在适合发展的学习环境中为儿童做好准备㊂指向儿童终身学习的课程目标将幼小衔接阶段置于整体的教育体系中,主张整个教育体系中教育理念的贯通,强调课程目标的连贯性㊂在日本以连续性和连贯性为基础的教育哲学的影响下,学前教育被看作是为人的终身人格的形成奠定基础,‘幼稚园教育要领“的课程目标是 培养终身人格发展的基础 ,‘小学校学习指导要领“规定义务教育以 发展每个人的能力 培养在社会中独立生活的基础 培养符合国家和社会的基本素质,成为社会的合格成员 为目标[14],两个学段都是以个人和社会成员的理想状态为目标㊂意大利一体化的课程设置对儿童终身发展的目标要求更明确,课程纲要指出课程的核心是促进儿童的基本技能,如认知㊁情感㊁社交等方面的发展,这些技能是每个儿童成长的基础㊂奥地利课程框架强调了终身学习的原则以及教育过程连续性的重要性,其目的是使学前教育和小学教育在对教育的理解上达成共识,在此基础上实现教育过程的连接㊂新西兰和德国的课程目标是建立在对教育的共同理解的基础上的,新西兰注重教育连续性和终身学习,德国旨在通过教育促进儿童的整体人格的发展㊂(四)幼小衔接课程内容课程内容是整个课程设计的核心㊂学前教育阶段以游戏为主要活动,小学阶段以学科教学为主要内容,儿童在两个阶段的学习方式不同,从幼小衔接课程连续性的角度来分析,学科或领域导向的课程内容聚焦学科知识的交叉整合,儿童能力发展导向的课程内容侧重儿童学习结果的拓展延伸㊂学科或领域导向课程内容㊂以连续性为基础的分阶段的课程内容,这类课程内容遵循连续性的课程设计逻辑,虽在学前教育和小学教育中有不同科目,但其中的内容有交叉或涵盖㊂日本‘小学校学习指导要领“中也明确规定,特别是在小学一年级,生活㊁日语㊁音乐㊁图画工作四科在制定教学计划和教学内容时要结合幼儿园教育的相关内容㊂此外,为促进幼小衔接,日本专门设置了生活科课程, 扮演着从以游戏为中心的幼儿教育可以顺利衔接培育学力的小学教育的桥梁 [15]㊂挪威学前教育和小学教育在课程框架上是两个独立的体系,但学前教育的大多数学习领域与小学教授的科目一致,‘幼儿园内容和任务框架计划“以类似于小学课程的方式定义了学习领域,促成了两个学段在学习领域上的衔接㊂此外,框架还要求幼儿园和小学应相互提供有关活动的共同信息㊂韩国学前阶段的69徐昭媛,等.OECD国家幼小衔接课程设计的经验与启示Nuri课程是五大领域体验式的综合课程,小学阶段则调整了课程内容的组织方式,以一种系统的方式获得每个学科的基础和基本元素,形成科目或学科群以连接不同年级,还通过创造性的体验活动来帮助小学一年级的学生顺利过渡㊂如果说以上国家在两个学段课程内容衔接的要求主要体现在学科领域上,那么法国幼小课程内容的衔接则具体到了主题内容上, 在幼儿园,儿童通过实际操作和体验建立了相关的知识体系,包括几种形状和大小㊁平面图形㊁空间数量等,这些知识构成了学习小学几何和测量的第一种方法 [16]㊂不仅指出了儿童在不同学段的学习方式,更是明晰了两个学段的相同主题但知识深度渐进的课程内容㊂儿童能力发展导向的课程内容㊂这类课程内容的组织以儿童能力发展为目标,幼儿园课程内容是儿童能力发展的奠基,小学课程内容则是儿童能力的深化拓展㊂如苏格兰‘卓越课程“将学前两年(3-4岁儿童)到小学一年级(5岁儿童)的儿童早期的保育和教育作为一个单元,聚焦于儿童的价值观㊁社交能力㊁规则意识等核心素养的发展与能力提升,建立了相同的课程组织㊁学习经验和相关标准㊂新西兰的学前阶段‘编席子“中课程内容以五大领域和发展目标的形式呈现,小学阶段‘新西兰课程“以关键能力和学习领域的形式呈现,但小学课程的关键能力和学习领域是建立在幼儿园课程学习结果的基础之上的,这也是两个学段课程联系的起点㊂卢森堡的基础教育分为四个周期,第一周期是学前教育,第二至第四周期为小学教育,‘基础教育学习计划“根据一致的教育原则确定了四个周期的学习领域,使四个周期在不同领域的学习是连贯的,如第一周期中有 用感官发现世界 的内容,在第二㊁第三周期则是 科学意识 ,到了第四周期则是 人文与自然科学 ,以此来确保课程内容的连续性[17]㊂爱尔兰在幼小衔接的课程内容上以关键知识和技能点为基础,两个学段在幼儿园向小学过渡的关键知识和技能方面达成一致,重点强调社交和情感技能,沟通和语言技能,积极的学习倾向等㊂由于这些能力在儿童的学习中发挥着核心作用,因而以学习成果的形式嵌入从幼儿园到小学的所有课程领域和科目中,使整个课程贯通且具相关性,这样各课程领域不仅有助于儿童关键能力的发展,也有助于儿童进入小学后学习的连续性和连贯性[18]㊂这两种不同取向的课程内容的设计是课程内容选择的基本取向,幼小衔接课程内容的设计既要考虑到知识的分类整合,也要考虑到儿童能力的发展,其根本是促使儿童在学习与发展中的经验的获得与延续㊂(五)幼小衔接课程实施由于学前阶段和小学阶段有着不同的教育目标和任务,学前教育主要是儿童的保育与教育,而小学教育则倾向于知识的学习,两个阶段不同的任务导致了其不同的教育方式,在课程实施上也有所不同㊂但通过对国前课程纲要的分析,OECD国家为了更好地推进幼小衔接,通常采取以游戏为基础的课程实施方式,采用符合儿童发展特点的实施策略㊂以游戏为基础的实施方式㊂基于幼小衔接课程中做好两个学段的衔接工作,就要采用灵活的实施方式㊂游戏是最适合学前儿童的活动方式,是一种让儿童积极参与并体验关系的活动方式,是培养儿童早期学习与发展课程的重要组成部分㊂在北爱尔兰,小学一年级和二年级(4-5岁儿童)采用以游戏为基础的发展适宜性课程,缓解了儿童从学前教育到小学的过渡㊂苏格兰‘卓越课程:从学前到小学的过渡“是对‘卓越课程“中幼小衔接理念与相关举措的强调,其中指出在小学教育低学段要延续学前教育课程实施中的方式方法,使儿童通过有目的㊁有计划的游戏来学习,将游戏教学的衔接理念渗透在两个学段的教育中[19]㊂奥地利为了实现教育过程的连接,非常重视学前和小学教育学习方法的连续性, 在游戏中学习 被定位在小学课程推荐的学习形式的首位,强调学习要建立在儿童已经获得的有一定差异性能力的基础上,实施开放的㊁以项目为导向的㊁以发现为基础的学习,儿童玩游戏的乐趣增加了他们学习的动力,这种对游戏的要求是教育机构之间成功过渡的重要组成部分[20]㊂79。

We believe in learningAt the core of everything we do is the desire to make a measurable impact on improving people’s lives through learning. Pearson aspires to be the world’s leading learning company. From primary to secondary school, through to professional certification; our qualifications, curriculum materials, multimedia learning tools and testing programmes help to educate millions ofpeople worldwide.Real skillsfor the real worldIn an increasingly competitive international jobs market, more students are seeking to maximise the value of their qualifications. Studying BTEC Higher Nationalscan offer students direct access to advanced levels of higher education or employment, providing your students with more options and flexibility.About BTEC Higher NationalsWith a wide range of subjects and learning outcomes that cover both theoretical knowledge and practical skills, BTEC Higher National qualifications are the ideal platform for your higher level education provision. 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中班幼儿发展阶段与水平引言幼儿发展是一个复杂而多样的过程，每个孩子都会在不同的速度和方式上达到各个发展阶段。

中班幼儿即3-4岁的孩子，正处在幼儿园学习和发展的关键阶段。

他们在语言、认知、社交和运动等方面都会有显著的进步。

本文将对中班幼儿的发展阶段和水平进行全面详细的分析。

语言发展在中班阶段，幼儿的语言能力会得到显著的提高。

他们开始能够用简单的语言表达自己的需求和思想。

在听说方面，他们能够聆听并理解简单的指令和故事。

他们也开始能够用简短的句子来描述和解释事物。

此外，幼儿还会逐渐掌握词汇量的增加，能够说出更多的动词、名词和形容词。

认知发展中班幼儿的认知能力也会得到明显的提高。

他们能够更好地理解和解决简单的问题。

他们开始能够对物体进行分类和归类。

他们也能够理解简单的数量概念，如多少和少。

此外，中班幼儿开始培养起观察和分析的能力，能够提出简单的解决方案。

社交发展在中班阶段，幼儿的社交能力得到进一步发展。

他们开始表现出更多的合作意识，并能够参与小组活动。

他们能够更好地倾听和尊重他人的观点。

此外，中班幼儿还会逐渐学会自己管理情绪，能够更好地控制自己的情绪和行为。

他们也会开始建立更多的友谊关系，并通过和其他孩子的互动来发展个人的社交技能。

运动发展中班幼儿的运动能力也会得到显著的提高。

他们能够控制自己的身体动作，并能够参与更复杂的体育活动。

他们开始学会跑、跳、爬和投掷球等基本运动技能。

此外，他们还会逐渐掌握更复杂的运动技巧，如平衡、滑行、骑车等。

绘画和手工艺术中班幼儿的绘画和手工艺术能力也有很大的进展。

他们能够使用不同的绘画材料和工具，并能够用手指和画笔进行精细的控制。

他们开始能够绘制简单的图像，并且能够使用几种颜色进行彩绘。

此外，他们还会尝试剪纸、黏贴和折纸等手工艺术活动。

总结中班幼儿的发展阶段和水平在多个方面都取得了显著的进步。

他们的语言能力、认知能力、社交能力和运动技能都得到了提高。

此外，他们在绘画和手工艺术方面也表现出了很大的兴趣和天赋。

国际本科数学预备课程 Pre-calculus一、引言在国际本科数学教育中，预备课程是非常重要的一环。

其中，Pre-calculus作为数学预备课程的一部分，为学生打下了坚实的数学基础，为他们将来更深入地学习高等数学和应用数学打下了坚实的基础。

本文将就Pre-calculus的定义、重要性、教学内容和课程目标等方面展开详细介绍。

二、Pre-calculus的定义Pre-calculus是指在学习高等数学之前的一门课程，它主要是为学生提供在代数、几何和三角学等方面的知识，并为他们学习大学数学课程打下坚实的基础。

Pre-calculus课程通常包括代数学、函数、三角学、解析几何等内容。

三、Pre-calculus的重要性1. 为学生提供扎实的数学基础Pre-calculus课程通过学习代数、几何、三角学等知识，为学生提供扎实的数学基础，使他们能够更好地理解和掌握高等数学知识，为将来进一步学习数学打下坚实的基础。

2. 培养学生的数学思维和解决问题能力通过学习Pre-calculus课程，学生将培养数学思维和解决问题的能力，这对他们在将来的学习和工作中都是非常重要的。

3. 为学生的职业发展奠定基础对于一些将来需要应用数学知识的职业，如工程师、科学家、经济学家等，Pre-calculus课程能够为他们的职业发展奠定基础，使他们能够更好地应用数学知识解决实际问题。

四、Pre-calculus的教学内容Pre-calculus课程的教学内容主要包括以下几个方面：1. 代数学：包括方程、不等式、多项式、有理函数等内容。

2. 函数：包括函数的概念、函数的性质、函数的图像、函数的运算等内容。

3. 三角学：包括三角函数、三角恒等式、三角方程等内容。

4. 解析几何：包括直线、圆、双曲线、抛物线等内容。

五、Pre-calculus的课程目标Pre-calculus课程的教学目标主要包括以下几个方面：1. 让学生掌握代数、几何和三角学等方面的基本知识，为他们进一步学习高等数学课程打下坚实的基础。

培生幼儿英语基础级讲解Diving into the world of English for the little ones, Pearson's Early Childhood English Foundational Level is a treasure trove of learning that captivates young minds with its engaging content. Imagine a journey where every word is a stepping stone, and every sentence a bridge to a new world. This program is designed to nurture the linguistic curiosity of young learners, providing them with a solid foundation in the English language through a blend of interactive activities, colorful illustrations, and age-appropriate vocabulary.The curriculum is thoughtfully crafted to meet the developmental needs of preschoolers, integrating phonics, listening, speaking, and reading skills in a playful manner. With a focus on building confidence, children are introduced to the alphabet, simple words, and basic sentence structures in a way that feels more like a game than a lesson. Each lesson is a delightful adventure, where repetition is key but never tedious, ensuring that the language sticks in their minds.Pearson's approach to early childhood education is commendable for its inclusivity and adaptability. It recognizes the diverse learning styles of children, offering a variety of teaching materials that cater to visual, auditory, and kinesthetic learners. Interactive songs, stories, and games are the heart of this program, makinglanguage acquisition a joyful experience rather than a chore.Furthermore, the program's emphasis on cultural awareness and global citizenship is commendable. By exposing young learners to different cultures and traditions through language, it fosters a sense of empathy and understanding from an early age. This holistic approach to language learning not only equips children with the tools to communicate effectively but also encourages them to be open-minded global citizens.In essence, Pearson's Early Childhood English Foundational Level is more than just an English learning program; it's a comprehensive educational experience that lays the groundwork for a lifetime of language exploration and cultural appreciation. It's a vibrant start to a child's linguistic journey, one that promises to be as enriching asit is enjoyable.。

培生幼儿启蒙英语预备级计划表English:The Pearson Pre-primary English Preparation Level program aims to provide a comprehensive foundation in English language skills for young learners. The program focuses on developing essential language skills such as listening, speaking, reading, and writing through engaging activities and age-appropriate materials. Each lesson incorporates a variety of interactive exercises, games, songs, and stories to create a dynamic and stimulating learning environment. The curriculum is carefully designed to introduce basic vocabulary and grammar structures gradually, ensuring that children can build confidence and proficiency step by step. Furthermore, the program emphasizes communication and encourages students to actively participate in class discussions and group activities to enhance their language acquisition. Assessment tools such as quizzes, worksheets, and oral presentations are integrated into the program to monitor students' progress and provide feedback for continuous improvement. Overall, the Pearson Pre-primary English Preparation Level program aims to foster a love for English learning while laying a solid foundation for future language development.中文翻译:培生幼儿英语预备级计划旨在为幼儿提供全面的英语语言技能基础。

P52212A©2017 Pearson Education Ltd.2/2/1/1/1/1/*P52212A0128*Instructions• Use black ink or ball-point pen.•Fill in the boxes at the top of this page with your name,centre number and candidate number.• Answer all questions.•S how your working in any calculation questions and include units in youranswer where appropriate.•A nswer the questions in the spaces provided– there may be more space than you need.•You may use a scientific calculator.•I n questions marked with an asterisk (*), marks will be awarded for your ability to structure your answer logically showing how the points that you make arerelated or follow on from each other where appropriate.Information•The total mark for this paper is 90.•T he marks for each question are shown in brackets– use this as a guide as to how much time to spend on each question.Advice•Read each question carefully before you start to answer it.•Try to answer every question.•Check your answers if you have time at the end.Turn over2*P52212A0228*DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA3*P52212A0328*Turn overD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E A4*P52212A0428*DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA5*P52212A0528*Turn overD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E A6*P52212A0628*DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA(d) A wholphin is an extremely rare hybrid animal born from the mating of afemale dolphin and a male killer whale.Kekaimalu was a wholphin born in the United States in 1985. Kekaimalu was mated with a dolphin and on three occasions gave birth to live offspring.Explain how this case study illustrates the limitations of the definition of a species.(2)..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(Total for Question 2 = 8 marks)7*P52212A0728*Turn overD O N O T W R I TE I N T H I S A R E A D O N O T W R I T E I N T H I S A R E AD O N O T W R I TE I N T H I S A R E A8*P52212A0828*DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA9*P52212A0928*Turn overD O N O T W R I TE I N T H I S A R E A D O N O T W R I T E I N T H I S A R E AD O N O T W R I TE I N T H I S A R E A10*P52212A01028*DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREAD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E A D O N O T W R I T E I N T H I S A R E A(c) Both embryonic stem cells and induced pluripotent stem cells (iPS cells) can beused to create new heart cells.Compare and contrast the properties and uses of embryonic stem cells with those of iPS cells.(5)................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(Total for Question 4 = 9 marks)DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREAD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E A(ii) The student analysed the data using the formula:r d n n s =−−∑16122()The student calculated d 2∑ to be 108.Use the formula to calculate r s .(3)Answer ..............................................................(iii) Explain how the student should use the r s value calculated in (a)(ii) to find thestrength of the relationship between these two variables.(2).........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA(b) Explain why the student chose to keep these two species of fish in an aquarium at 30 °C.(4).................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(Total for Question 5 = 10 marks)D O N O T W R I TE I N T H I S A R E A D O N O T W R I T E I N T H I S A R E AD O N O T W R I TE I N T H I S A R E ADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREAD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E ADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREAD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E A(c) Leigh syndrome can also be due to a mutation in the SURF1 gene. This mutation results in a shortened protein.Explain how a mutation can result in a shortened protein being produced.(2)..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(d) Some people with Leigh syndrome have mutations that affect proteins involvedin the electron transport chain.Explain why these mutations lead to a build-up of lactate.(3).................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(Total for Question 7 = 11 marks)DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA21*P52212A02128*Turn overD O N O T W R I TE I N T H I S A R E A D O N O T W R I T E I N T H I S A R E AD O N O T W R I TE I N T H I S A R E A(ii) Explain why the envelope in this electron micrograph cannot be seen astwo separate membranes.(2)..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................22*P52212A02228*DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA23*P52212A02328*Turn overD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E A D O N O T W R I T E I N T H I S A R E A24*P52212A02428*DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREAinject the mouse with human cancer cell antigens25*P52212A02528*Turn overD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E A(b) Epigenetic modification is involved in the formation of the antibody-producing cells.Describe epigenetic modification.(3)..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(c) Myeloma cells have the potential to divide indefinitely.Explain why myeloma cells are used in the production of monoclonal antibodies.(2)..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................26*P52212A02628*DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA27*P52212A02728*D O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E A D O N O T W R I T E I N T H I S A R E A*(ii) Explain why mouse anti-human antibodies need to be humanised in order to treat cancer.(6)..........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(Total for Question 9 = 15 marks)TOTAL FOR PAPER = 90 MARKS。

Pre-sessionalcourse到底是什么样的课程对比雅思学习课程与大学课前语言课程的天然属性会发现，雅思学习是一种以提高考试成绩为主要或唯一目标的应试学习;而大学开设的课前语言课程，则是以正课学习所需的各方面英语能力为出发点，专门针对国际学生可能在学习中遇到的问题，为国际学生提供集中且高效的重点学习。

例如，英国的课前语言课程是由语言中心的专业全职老师负责教学管理，根据学生在整个英国学习阶段中的核心需求，从学生正课的学习体验出发，针对在英学习所必需的学术英语技能而设计。

课前语言课程根据英语水平和正课专业为学生分班，小班授课，每班12-15人左右，每周课时高达20小时，通过率高，没有固定的毕业比例。

针对正课专业，还会特别为学生加入专业领域英语知识的培养。

语言课程会在布里斯托大学内教授，使学生全面融入大学的学习环境与氛围。

Pre-sessionalcourse的核心课程目标，是为了帮助国际学生在正课开始之前，提前做好准备，特别是学术英语能力。

从广泛意义上来说，课前语言课程为学生在正课开始之前，提供了调整自我和适应生活的机会。

而从提高英语水平的角度来说，课前语言课程是一个非常紧凑的英语学习课程，具有高度的针对性，这是其与学生在国内参加的语言课程最大的区别。

布里斯托大学课前语言课程的基本课程设置如下：高级英语语言学习学术英语(学术写作技巧)学术英语(演讲、讨论和学习必需口语)学习技巧实践实用讲座(在英生活、学术兴趣、文化兴趣)个人辅导除全面的学术英语培养之外，布里斯托大学的课前语言课程也涵盖多种必备学习技巧的指导，如研究方法、批判性思维，为学生在正课开始之前提供了最佳机会和时间，去适应英国的学习强度及节奏，并在生活上做好准备，以保证以最优状态开始正式的专业学习。

所以说，Pre-sessionalcourse是一条针对生提高英语能力的捷径。

不管语言是否达到录取条件，学生都可以在Pre-sessionalcourse的学习中，获得最有价值的帮助和提高。