网络出版日期: 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
Online published: 2023-10-27
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。
黄瑾 , 田方 , 乔慧 , 张萌 , 俞畅 . 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[J]. 华东师范大学学报(教育科学版), 2023 , 41(11) : 1 -12 . DOI: 10.16382/j.cnki.1000-5560.2023.11.001
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.
null | 陈帼眉, 姜勇. (2007). 幼儿教育心理学. 北京: 北京师范大学出版社. |
null | 崔允漷, 郑东辉. 论指向专业发展的教师合作 教育研究 2008 06 78 83 崔允漷, 郑东辉. (2008). 论指向专业发展的教师合作. 教育研究,(06),78—83. |
null | 符太胜, 严仲连. 论幼儿教师与小学教师的合作 教育科学 2015 31 05 58 62 符太胜, 严仲连. (2015). 论幼儿教师与小学教师的合作. 教育科学,31(05),58—62. |
null | 胡咏梅, 元静. “十四五”期间完善义务教育经费保障机制研究 教育与经济 2021 37 1 57 66 胡咏梅, 元静. (2021). “十四五”期间完善义务教育经费保障机制研究. 教育与经济,37(1),57—66. |
null | 黄瑾, 李琳, 李孜佳, 武晓菲, 王垚. 我国学龄前儿童家庭数字化学习资源现状调查——基于全国31634个样本的实证分析 开放教育研究 2021 06 61 68 黄瑾, 李琳, 李孜佳, 武晓菲, 王垚. (2021). 我国学龄前儿童家庭数字化学习资源现状调查—基于全国31634个样本的实证分析. 开放教育研究,(06),61—68. |
null | 黄瑾, 田方. 论幼小衔接研究理论视域的转换——从生态系统理论到社会文化理论的研究展望 中国教育学刊 2022 04 7 12 黄瑾, 田方. (2022). 论幼小衔接研究理论视域的转换—从生态系统理论到社会文化理论的研究展望. 中国教育学刊,(04),7—12. |
null | 洪秀敏, 刘倩倩. 不同利益主体视域下幼小衔接的多维挑战与突围之路——基于东中西部五省的实证调查 中国教育学刊 2022 04 1 6 洪秀敏, 刘倩倩. (2022). 不同利益主体视域下幼小衔接的多维挑战与突围之路—基于东中西部五省的实证调查. 中国教育学刊,(04),1—6. |
null | 李锦, 王一雯. 教师合作: 幼小衔接的一个重要路径 教育导刊(下半月) 2016 08 57 59 李锦, 王一雯. (2016). 教师合作: 幼小衔接的一个重要路径. 教育导刊(下半月),(08),57—59. |
null | 刘利民. 学校教育和家庭教育的边界 中国教育学刊 2017 7 43 44 刘利民. (2017). 学校教育和家庭教育的边界. 中国教育学刊,(7),43—44. |
null | 刘丽伟, 李敏谊. 在家努力还是参与学校: 家长参与幼小衔接情况调查 学前教育研究 2015 06 31 39 刘丽伟, 李敏谊. (2015). 在家努力还是参与学校: 家长参与幼小衔接情况调查. 学前教育研究,(06),31—39. |
null | 凌晓俊, 姚玉香, 于秀霞. 小学在幼小衔接中的履责困境与对策——基于“新方案”“新课标”的分析 天津师范大学学报(基础教育版) 2022 06 76 80 凌晓俊, 姚玉香, 于秀霞. (2022). 小学在幼小衔接中的履责困境与对策—基于“新方案”“新课标”的分析. 天津师范大学学报(基础教育版),(06),76—80. |
null | 李召存. 论基于儿童视角的幼小衔接研究 全球教育展望 2012 11 57 62 李召存. (2012). 论基于儿童视角的幼小衔接研究. 全球教育展望,(11),57—62. |
null | 王小英, 刘洁红. 幼小衔接中大班幼儿心理压力分析——基于儿童视角的研究 学前教育研究 2018 02 3 11 王小英, 刘洁红. (2018). 幼小衔接中大班幼儿心理压力分析—基于儿童视角的研究. 学前教育研究,(02),3—11. |
null | 许倩倩. 幼儿园教师在“去小学化”政策执行中的困境感知与策略选择 教师教育研究 2022 24 1 103 104 许倩倩. (2022). 幼儿园教师在“去小学化”政策执行中的困境感知与策略选择. 教师教育研究,24(1),103—104. |
null | 张洁婷, 焦璨, 张敏强. 潜在类别分析技术在心理学研究中的应用 心理科学进展 2010 12 1991 1998 张洁婷, 焦璨, 张敏强. (2010). 潜在类别分析技术在心理学研究中的应用. 心理科学进展,(12),1991—1998. |
null | Ahtola, A., Silinskas, G., Poikonen, P. L., Kontoniemi, M., Niemi, P., & Nurmi, J. E.. Transition to formal schooling: do transition practices matter for academic performance? Early Childhood Research Quarterly 2011 26 3 295 302 Ahtola, A., Silinskas, G., Poikonen, P. L., Kontoniemi, M., Niemi, P., & Nurmi, J. E. (2011). Transition to formal schooling: do transition practices matter for academic performance?. Early Childhood Research Quarterly, 26(3), 295—302. |
null | Ahtola, A., Poikonen, P. L., Kontoniemi, M., Niemi, P., & Nurmi, J.-E. Successful handling of entrance to formal schooling: Transition practices as a local innovation International Journal of Transitions in Childhood 2012 5 3 21 Ahtola, A., Poikonen, P. L., Kontoniemi, M., Niemi, P., & Nurmi, J.-E. (2012). Successful handling of entrance to formal schooling: Transition practices as a local innovation. International Journal of Transitions in Childhood, 5, 3—21. |
null | Besi, M, Sakellariou, M. Teachers' Views on the Participation of Parents in the Transition of their Children from Kindergarten to Primary School Behavioral Sciences 2019 9 12 124 Besi, M, Sakellariou, M. (2019). Teachers' Views on the Participation of Parents in the Transition of their Children from Kindergarten to Primary School. Behavioral Sciences, 9(12), 124. |
null | Brooker, L. (2008). Supporting Transitions in the Early YeaErs; Open University Press McGraw Hill: Maidenhead, UK. |
null | Cook, D. M. R. L. School Transition Practices and Children’s Social and Academic Adjustment in Kindergarten Journal of Educational Psychology 2017 109 2 166 177 Cook, D. M. R. L. (2017). School Transition Practices and Children’s Social and Academic Adjustment in Kindergarten. Journal of Educational Psychology, 109(2), 166—177. |
null | Einarsdottir, J., Perry, B., & Dockett, S. Transition to school practices: Comparisons from Iceland and Australia Early Years:Journal of International Research & Development 2008 28 47 60 Einarsdottir, J., Perry, B., & Dockett, S. (2008). Transition to school practices: Comparisons from Iceland and Australia. Early Years:Journal of International Research & Development, 28, 47—60. |
null | Heckman, J. J. (2007). “Beyond Pre-K: Rethinking the Conventional Wisdom on Educational Intervention.” Education Week 26 (March 19), 40. Irvine, Jacqueline J. |
null | Hedegaard, M. Children’s development from a cultural–historical approach: children’s activity in everyday local settings as foundation for their development Mind Culture & Activity 2009 16 1 64 82 Hedegaard, M. (2009). Children’s development from a cultural–historical approach: children’s activity in everyday local settings as foundation for their development. Mind Culture & Activity, 16(1), 64—82. |
null | Kagan, S. L., & Tarrant, K. (2010). Transitions for young children: Creating connections across early childhood systems. Baltimore, Md: Paul H. Brookes Pub. Co. |
null | La Paro, K. M., Pianta, R., & Cox, M. Kindergarten teachers’ reported use of kindergarten to first grade transition practices The Elementary School Journal 2000 101 63 78 La Paro, K. M., Pianta, R., & Cox, M. (2000). Kindergarten teachers’ reported use of kindergarten to first grade transition practices. The Elementary School Journal, 101, 63—78. |
null | LoCasale-Crouch, J., Mashburn, A. J., Downer, J. T., & Pianta, R. C. Pre-kindergarten teachers’ use of transition practices and children’s adjustment to kindergarten Early Childhood Research Quarterly 2008 23 124 139 LoCasale-Crouch, J., Mashburn, A. J., Downer, J. T., & Pianta, R. C. (2008). Pre-kindergarten teachers’ use of transition practices and children’s adjustment to kindergarten. Early Childhood Research Quarterly, 23, 124—139. |
null | Pianta, R. C., Cox, M. J., Snow, K. L. School Readiness and the Transition to Kindergarten in the Era of Accountability Brookes Publishing Company 2007 17 1 384 Pianta, R. C., Cox, M. J., Snow, K. L. (2007). School Readiness and the Transition to Kindergarten in the Era of Accountability. Brookes Publishing Company, 17(1), 384. |
null | Purtell, K. M., Valauri, A., Rhoad-Drogalis, A., Jiang, H., & Logan, J. Understanding policies and practices that support successful transitions to kindergarten Early Childhood Research Quarterly 2019 52 5 14 Purtell, K. M., Valauri, A., Rhoad-Drogalis, A., Jiang, H., & Logan, J. (2019). Understanding policies and practices that support successful transitions to kindergarten. Early Childhood Research Quarterly, 52, 5—14. |
null | Rous, B., Hallam, R., McCormick, K., & Cox, M. Practices that support the transition to public preschool programs: Results from a National Survey Early Childhood Research Quarterly 2010 25 17 32 Rous, B., Hallam, R., McCormick, K., & Cox, M. (2010). Practices that support the transition to public preschool programs: Results from a National Survey. Early Childhood Research Quarterly, 25, 17—32. |
null | Snow, K. (2011). Developing Kindergarten Readiness and Other Large-Scale Assessment Systems. NAEYC, (December). |
/
〈 |
|
〉 |