华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2023, Vol. 41 ›› Issue (11): 1-12.doi: 10.16382/j.cnki.1000-5560.2023.11.001

• 特稿 •    

教师主体在幼小双向衔接中的实践特征、现实困境与协同路向——基于11省市幼-小教师的实证调查

黄瑾1,2, 田方3, 乔慧1, 张萌1, 俞畅1   

  1. 1. 华东师范大学教育学部，上海 200062
    2. 华东师范大学中国婴幼儿教养研究院，上海 200062
    3. 陕西师范大学教育学部，西安 710062
  • 出版日期:2023-11-01 发布日期:2023-10-27
  • 基金资助:
    全国教育科学规划国家一般课题“多主体协同的幼小衔接支持系统及运行机制研究”（BHA210122）

The Practical Characteristics, Difficulties and Cooperative Ways of Teacher Subjects in Children’s Transition from Kindergarten to Primary School: An Empirical Investigation of Kindergarten and Primary School Teachers from 11 Provinces and Cities

Jin Huang1,2, Fang Tian3, Hui Qiao1, Meng Zhang1, Chang Yu1   

  1. 1. Faculty of Education, East China Normal University, Shanghai 200062, China
    2. China Research Institute of Care and Education of Infants and Young Children, East China Normal University, Shanghai 200062, China
    3. Faculty of Education, Shaanxi Normal University, Xi’an 710062, China
  • Online:2023-11-01 Published:2023-10-27

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摘要：

幼小衔接是儿童适应社会和未来教育的关键环节，幼儿园教师和小学教师是确保双向有效衔接、支持儿童顺利过渡的重要参与主体。本研究基于多主体协同参与幼小衔接的视角，采用问卷法对11省市的9872名幼儿园教师和7411名小学教师展开幼小衔接理念与实践调研。结果发现，幼-小教师在衔接观念和认识上存在冲突，在课程与教学的组织与实施中呈现不一致性，面临合作信念薄弱、协作实施率低、外部保障有限、内在认识不足等现实困境。研究从建立基于儿童立场的双向衔接共识、实现课程与教学的纵向连续、搭建互动平台、形成支持性保障体系等方面提出促进幼-小教师主体协同支持儿童顺利过渡的对策建议。

关键词: 双向衔接, 幼儿园教师, 小学教师, 现实困境, 协同路向

Abstract:

The transition from kindergarten to primary school is a critical period for children to adapt to society and future education. Kindergarten teachers and primary school teachers are important participants to ensure effective two-way coordination and support the smooth transition. Based on the perspective of multi subjects’ collaborative participation in the transition practices, this study investigates the transition beliefs and practice of kindergarten and primary school teachers. Participants were 9,872 kindergarten teachers and 7,411 primary school teachers from 11 provinces and cities. The findings revealed that there were conflicts in the belief and understanding of transition to school between kindergarten and primary school teachers, and there was inconsistency in the organization and implementation of curriculum and teaching. They faced such practical difficulties as weak belief in cooperation, low implementation rate of cooperation, limited external support, and insufficient internal understanding. These findings highlight that it should promote the coordination of kindergarten and primary school teachers to support the smooth transition of children in such aspects as establishing a consensus on two-way coordination based on children’s position, realizing the continuity of curriculum and teaching, building an interactive platform and forming a supportive guarantee system.

Key words: two-way coordination, kindergarten teachers, primary school teachers, practical difficulties, collaborative ways