文章摘要
刘娟,高馨儿,高健.大班幼儿对小学认知、情感与期待的质化研究[J].陕西学前师范学院学报,2020,36(8):67-74
大班幼儿对小学认知、情感与期待的质化研究
Qualitative Study on the Cognition of Primary School of Students in SeniorKindergarten
投稿时间:2020-05-03  修订日期:2020-05-27
DOI:10.11995/j.issn.2095-770X.2020.08.010
中文关键词: 幼小衔接;儿童视角;扎根研究
英文关键词: the transition from kindergarten to primary school;children’sperspective;grounded theory
基金项目:盐城市社科应用研究立项课题(19skyy113);江苏省高等教育教学改革研究重点课题(2019JSJG099);江苏省高等教育教学改革研究一般课题(2019JSJG482)
作者单位
刘娟,高馨儿,高健 (1.盐城幼儿师范高等专科学校学前教育学院,江苏盐城224000;2.常熟市支塘镇任阳幼儿园,江苏常熟215531; 3.山东师范大学,山东济南250014) 
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中文摘要:
      为全面正确认识幼小衔接,了解大班幼儿对小学的认知,笔者选取20名大班幼儿对其进行半结构化访谈,结果表明:大班 幼儿认为小学生是遵守日常行为规范、学习任务重、身材高大;对小学的认知,主要从小学的环境、小学的活动和小学的主体进行 描述;理想中的小学是有玩具的,作业是轻松的,休息时间不要太少,有午点环节。幼儿对上小学充满复杂的情感,一方面希望快 快长大,上小学;另一方面,又担心学业压力。幼儿对成人的期待集中在情感和知识准备上提供帮助。为帮助幼儿顺利进行幼小 衔接,教师与家长应转变观念,从“幼小衔接”转为“小幼衔接”;应以儿童为中心,从“让儿童准备”转为“为儿童准备”;应关注情 感,给予幼儿情感支持;应给予幼儿合理期望,减少幼儿担忧。
英文摘要:
      This study selected 20 students in senior kindergarten from 3 kindergartens as participants in order to explore a comprehensive young children’s understanding towards primary schools and their cognition of primary schools. Based on semi-structural interviews, the results showed that students in senior kindergarten thought that the primary school students were those who were tall and strong, followed a daily code of conduct, and did heavy learning tasks. The cognition of students in senior kindergarten towards primary school mainly focused on the environment, activities and the students in primary schools. They hoped that there were toys, easy homework, enough break time and a afternoon snack in primary schools. Children held full of complex emotions on primary schools. On the one hand, they hoped to grow up quickly to go to primary schools, and on the other hand, they worried about the academic stress. Children expected that adults would give them some emotional and intellectual preparation. In order to help children to accomplish the transition from kindergarten to primary schools, teachers and parents should change their minds. The idea of “the transition from kindergarten to primary schools ”and“let the children be ready for primary schools”should be shifted to “the transition from primary schools to kindergarten” and “primary schools be prepared for children” respectively. Teachers and parents should give children emotional support and reasonable expectations in order to reduce children’s anxieties.
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