Kết quả mong đợi trong chương trình giáo dục mầm non của New Zealand - bài học kinh nghiệm cho Việt Nam=Expected outcomes in new zealand’s preschool education curriculum

Kết quả mong đợi trong chương trình giáo dục mầm non của New Zealand - bài học kinh nghiệm cho Việt Nam=Expected outcomes in new zealand’s preschool education curriculum - lessons for Vietnam

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Tác giả: Thị Thủy Nguyễn

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Giáo dục Việt Nam, 2025

Mô tả vật lý: tr.112-120

Bộ sưu tập: Metadata

ID: 478382

Thêm vào giỏ

Kết quả của quá trình giáo dục trên trẻ được biểu đạt dưới hình thức kết quả mong đợi/những mong muốn phát triển ở mọi trẻ em. Các mong đợi này ở mức độ chung hướng đến các giá trị/năng lực ở trẻ mà giáo dục mỗi quốc gia chú trọng đến và mong muốn hình thành ở trẻ. Chúng đều là các kì vọng chung về những điều trẻ em phải biết và có thể làm vào cuối mỗi giai đoạn tuổi. Bài viết sử dụng phương pháp nghiên cứu lí luận như hồi cứu tư liệu, báo cáo
các kết quả nghiên cứu và tổng kết kinh nghiệm giáo dục để hệ thống hóa các khái niệm về kết quả mong đợi trong Chương trình Giáo dục mầm non theo tiếp cận năng lực. Tìm hiểu kinh nghiệm của Chương trình Giáo dục mầm non New Zealand, từ đó đề xuất bài học và khuyến nghị về cách thể hiện kết quả mong đợi trong Chương trình Giáo dục mầm non phù hợp với Việt Nam.The outcomes of the educational process for children are expressed as expected results or developmental goals applicable to all children. These expectations typically emphasize the values or competencies prioritized by each country’s educational system and aim to develop in children. They represent broad benchmarks of what children should know and be able to do by the end of each developmental stage. This article employs theoretical research methods, including literature reviews, reports, research findings, and educational practices, to systematize concepts related to expected outcomes in early childhood education programs within a competency-based framework. It explores the experiences of New Zealand’s preschool education curriculum and offers lessons and recommendations for articulating expected outcomes in Vietnam’s preschool education curriculum.

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