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| 基于儿童经验连续性的幼小衔接路径探析 |
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| 投稿时间：2024-05-18 修订日期：2024-06-07 |
| DOI： |
| 中文关键词: 经验的连续性 幼小衔接 多方协同 家园共育 |
| 英文关键词: experiential continuum transition from kindergarten to primary school many-sided coordination Co-education in families and kindergartens |
| 基金项目:宁夏哲学社会规划课题(教育学)(23NXJB20) |
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| 中文摘要: |
| 幼小衔接是一个长期的、循序渐进的过程。幼小衔接工作的关键是遵循儿童身心发展规律，围绕儿童核心经验展开。当前幼小衔接工作中各方主体衔接方式表浅，工作实效低；幼儿教师衔接素养欠佳以及家长在衔接过程中关注视角的断层均影响了幼小衔接工作的效率和质量。立足儿童经验的连续性发展，从小班开始着手长程幼小衔接，需要做好以下工作：一是强化多主体协同机制，做好幼小双向衔接；二是加强教师衔接素养，关注儿童连续性经验获得；三是完善家园共育机制，注重“协商”意识。 |
| 英文摘要: |
| The transition between kindergarten and primary schools is a long-term, step-by-step process. The key to the transition between kindergarten and primary school is to follow the rules of children's physical and mental development and focus on children's core experiences. At present, the connection mode of all subjects in the work of kindergarten and primary school connection is superficial, and the work effectiveness is low. The poor bridging literacy of kindergarten teachers and the fault line of parents' attention perspectives in the bridging process affect the efficiency and quality of the bridging work. Based on the continuous development of children's experience, it is necessary to do the following work to start the long-term connection between kindergarten and primary schools from junior kindergarten: first, strengthen the multi-subject coordination mechanism and do a good job in the two-way connection between young and primary schools; the second is to strengthen teachers' cohesion literacy and pay attention to children's continuous experience acquisition; The third is to improve the home co-education mechanism and pay attention to the awareness of "consultation". |
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