摘要
随着教育改革的深入发展，幼小衔接作为儿童教育过程中的重要环节，日益受到社会各界的广泛关注。幼小衔接是指儿童从幼儿园教育过渡到小学教育的关键阶段，它不仅是知识传递和技能培养的过程，更是儿童心理、情感、社会适应能力等多方面全面过渡的重要时期。本研究旨在从儿童视角出发，深入剖析幼小衔接阶段儿童所面临的多维度挑战，并基于哈克的幼小衔接断层理论和布朗芬布伦纳生态环境理论，提出一系列有针对性的教育对策。通过对儿童升学准备、学业生活、解决难题、身份期望及关系人结构变化等方面的探讨，本研究揭示了幼小衔接阶段儿童的真实需求和挑战。针对教育内容与方法的不连续性、教师角色与互动方式的转变、家长期望与参与的差异以及教育资源与环境的匹配问题等教育问题，本研究提出了增强儿童认知适应性、促进情感平稳过渡、提升社交技能以及优化学习习惯的具体措施。这些对策不仅有助于儿童更好地适应小学环境，还为他们未来的学习和成长奠定了坚实基础。本研究对教育工作者、家长及政策制定者具有一定的启示和参考价值。
关键词：幼小衔接；儿童视角；关系人结构变化；认知适应性
Abstract
With the deepening development of education reform, the transition from early childhood to primary school, as an important link in the process of children's education, is increasingly receiving widespread attention from all sectors of society. The transition from kindergarten education to primary education refers to a crucial stage in which children transition from kindergarten education to primary education. It is not only a process of knowledge transfer and skill development, but also an important period for comprehensive transition in various aspects such as children's psychology, emotions, and social adaptability. This study aims to analyze the multidimensional challenges faced by children in the transition stage from a child's perspective, and propose a series of targeted educational strategies based on Huck's theory of early childhood transition fault and Brownfinbruner's ecological environment theory. Through exploring the preparation for children's education, academic life, problem-solving, identity expectations, and changes in the structure of relationships, this study reveals the real needs and challenges of children in the transition stage from early childhood to primary school. This study proposes specific measures to enhance children's cognitive adaptability, promote smooth emotional transition, enhance social skills, and optimize learning habits in response to educational issues such as the discontinuity of educational content and methods, the transformation of teacher roles and interaction methods, differences in parental expectations and participation, and the matching of educational resources and environment. These measures not only help children better adapt to the primary school environment, but also lay a solid foundation for their future learning and growth. This study has certain inspiration and reference value for educators, parents, and policy makers.
Keywords: Early childhood transition; Children's perspective; Changes in the structure of stakeholders; Cognitive adaptability
目录
一、绪论 1
1.1 研究背景及意义 1
1.2 国内外研究现状 1
1.3 研究目的及内容 2
二、概念界定 3
2.1 幼小衔接 3
2.2 儿童视角 3
三、理论基础 4
3.1 哈克的幼小衔接断层理论 4
3.1.1 理论基础概述 4
3.1.2 断层问题的具体阐述 4
3.2 布朗芬布伦纳生态环境理论 5
3.2.1 核心观点 5
3.2.2 幼小衔接阶段的生态环境变化 5
四、儿童眼中的幼小衔接 6
4.1 升学准备 6
4.2 学业生活 6
4.3 解决难题 7
4.4 身份期望 7
4.5 关系人结构变化 8
五、幼小衔接中的教育问题 8
5.1 教育内容与方法的不连续性 8
5.2 教师角色与互动方式的转变 9
5.3 家长期望与参与的差异 9
5.4 教育资源与环境的匹配问题 10
六、儿童视角下幼小衔接对策研究 11
6.1 增强儿童认知适应性的策略 11
6.2 促进儿童情感平稳过渡 11
6.3 提升儿童社交技能的途径 12
6.4 优化儿童学习习惯的措施 12
六、结论 12
参考文献 14
随着教育改革的深入发展，幼小衔接作为儿童教育过程中的重要环节，日益受到社会各界的广泛关注。幼小衔接是指儿童从幼儿园教育过渡到小学教育的关键阶段，它不仅是知识传递和技能培养的过程，更是儿童心理、情感、社会适应能力等多方面全面过渡的重要时期。本研究旨在从儿童视角出发，深入剖析幼小衔接阶段儿童所面临的多维度挑战，并基于哈克的幼小衔接断层理论和布朗芬布伦纳生态环境理论，提出一系列有针对性的教育对策。通过对儿童升学准备、学业生活、解决难题、身份期望及关系人结构变化等方面的探讨，本研究揭示了幼小衔接阶段儿童的真实需求和挑战。针对教育内容与方法的不连续性、教师角色与互动方式的转变、家长期望与参与的差异以及教育资源与环境的匹配问题等教育问题，本研究提出了增强儿童认知适应性、促进情感平稳过渡、提升社交技能以及优化学习习惯的具体措施。这些对策不仅有助于儿童更好地适应小学环境，还为他们未来的学习和成长奠定了坚实基础。本研究对教育工作者、家长及政策制定者具有一定的启示和参考价值。
关键词：幼小衔接；儿童视角；关系人结构变化；认知适应性
Abstract
With the deepening development of education reform, the transition from early childhood to primary school, as an important link in the process of children's education, is increasingly receiving widespread attention from all sectors of society. The transition from kindergarten education to primary education refers to a crucial stage in which children transition from kindergarten education to primary education. It is not only a process of knowledge transfer and skill development, but also an important period for comprehensive transition in various aspects such as children's psychology, emotions, and social adaptability. This study aims to analyze the multidimensional challenges faced by children in the transition stage from a child's perspective, and propose a series of targeted educational strategies based on Huck's theory of early childhood transition fault and Brownfinbruner's ecological environment theory. Through exploring the preparation for children's education, academic life, problem-solving, identity expectations, and changes in the structure of relationships, this study reveals the real needs and challenges of children in the transition stage from early childhood to primary school. This study proposes specific measures to enhance children's cognitive adaptability, promote smooth emotional transition, enhance social skills, and optimize learning habits in response to educational issues such as the discontinuity of educational content and methods, the transformation of teacher roles and interaction methods, differences in parental expectations and participation, and the matching of educational resources and environment. These measures not only help children better adapt to the primary school environment, but also lay a solid foundation for their future learning and growth. This study has certain inspiration and reference value for educators, parents, and policy makers.
Keywords: Early childhood transition; Children's perspective; Changes in the structure of stakeholders; Cognitive adaptability
目录
一、绪论 1
1.1 研究背景及意义 1
1.2 国内外研究现状 1
1.3 研究目的及内容 2
二、概念界定 3
2.1 幼小衔接 3
2.2 儿童视角 3
三、理论基础 4
3.1 哈克的幼小衔接断层理论 4
3.1.1 理论基础概述 4
3.1.2 断层问题的具体阐述 4
3.2 布朗芬布伦纳生态环境理论 5
3.2.1 核心观点 5
3.2.2 幼小衔接阶段的生态环境变化 5
四、儿童眼中的幼小衔接 6
4.1 升学准备 6
4.2 学业生活 6
4.3 解决难题 7
4.4 身份期望 7
4.5 关系人结构变化 8
五、幼小衔接中的教育问题 8
5.1 教育内容与方法的不连续性 8
5.2 教师角色与互动方式的转变 9
5.3 家长期望与参与的差异 9
5.4 教育资源与环境的匹配问题 10
六、儿童视角下幼小衔接对策研究 11
6.1 增强儿童认知适应性的策略 11
6.2 促进儿童情感平稳过渡 11
6.3 提升儿童社交技能的途径 12
6.4 优化儿童学习习惯的措施 12
六、结论 12
参考文献 14
