河北省幼小衔接教育现状研究-王彤.pdf

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1、中图分类号： G423UDC： 300密级： 公开学校代码： 10094讶I解为丈学硕士学位论文(教育硕士)河北省幼小衔接教育现状研究Research on the Present Situation of the Transition betweenKindergarten and Firstgrade School in Hebei province作者姓名：王彤指导教师： 王德强副教授学科专业名称：教育管理研究方向：教育管理论文开题日期： 2016年9月10日万方数据学位论文原创性声明III I II I I III I 11III I IIfY3208675本人所提交的学位论文河北省幼

2、小衔接教育现状研究，是在导师的指导下，独立进行研究工作所取得的原创性成果。除文中已经注明引用的内容外，本论文包含任何其他个人或集体己经发表或撰写过的研究成果。对本文的研究做出重要贡献的个人和集体，均已在文中标明。本声明的法律后果由本人承担。：亨舁淼工穆矽r7年厂月歹弓日 指导教师确认(签名)：劫一年f其)；日学位论文版权使用授权书本学位论文作者完全了解河北师范大学有权保留并向国家有关部门或机构送交学位论文的复印件和磁盘，允许论文被查阅和借阅。本人授权河北师范大学可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或其它复制手段保存、汇编学位论文。(保密的学位论文在年解密后适

3、用本授权书)论文作者(签名)五粕加-年I具冯B 夕指导教师(签名)：啦I_舄j日11万方数据摘 要幼小衔接指幼儿教育与小学教育的衔接。处于幼儿园与小学阶段的儿童处于心理发展的两个不同阶段，其心理发展的典型性特征有着本质的不同。而两个阶段的教育有着明显的差异。因此，儿童能否顺利地完成由幼儿园到小学的过度对幼儿的成长和心理发展来讲具有非常重要的作用。德国教育学家哈克教授认为儿童在幼小衔接阶段面临着六个方面的心理断层：关系人的断层、学习方式的断层、行为规范的断层、社会结构的断层、期望水平的断层、学习环境的断层。因此这一阶段的教育对于帮助孩子安全、成功地跨越这些心理断层有着重要的作用。当前有关幼小衔接

4、的研究主要分为两个研究方向：一是，注重儿童发展的外部教育环境的研究取向，主要侧重于教育机构设置、课程设置、师资培训、家长工作等方面；二是，注重儿童心理发展本身的研究取向，侧重于儿童的入学适应的心理行为研究。但现有研究缺乏有效的入学适应的适当判断标准的建构，更多的是从经验或是感性的角度来判断幼小衔接的现状，影响了研究的质量和实践指导作用。本研究采用实证的研究方法通过对儿童的心理行为方式进行评估建构了幼小衔接现状调查问卷，具有较高的信效度。同时，通过对比学前教育教师的教学行为和小学教师的期望要求的差异，来发现河北省幼小衔接教育的现状和问题，为教师调整自己的教育教学提供参考。本研究得出的主要结论如下

5、：1小学教师对一年级新生期望最高的是学业适应、期望最低的是独立自主性，居于二者之间的是思维与行为常规适应。2数据表明，幼儿园教师在教育教学中也非常注重幼儿适应小学的思维与行为常规训练，注意儿童独立自主性的培养，但儿童进入小学后却在这两个方面的表现非常差。幼儿园老师培养的幼儿心理行为品质与小学教师认为小学生应具备的心理行为品质存在着差异。从内容上看，幼儿园应尽进一步加强的教育内容是品德与行为习惯、学习习惯的培养。3男教师对学生的思维与行为常规适应、学业适应的期望上显著高于女教师；在而独立自主性期望上，女教师对小学新生的期望高于男教师。4农村小学教师对儿童入学心理行为的期望水平显著高于城市和城乡结

6、合I万方数据部的教师。农村幼儿园教师的教学行为重视幼小衔接教育的程度最高，城市教师的注重程度最低，城乡结合部幼儿园教师居于二者之间。5大专学历的幼儿园教师的教学行为重视幼小衔接教育的程度和小学教师对学生入学适应心理行为水平的期望均最高，学历高的教师则表现较低。615年以上教龄的小学教师在三个因素上的期望水平均高于教龄较低的教师，教龄在7-10年的教师在各个因素上都处于较低的水平上。与教龄相反，职称越低的小学教师在各因素上高于职称高的教师，高级职称的小学教师对新生入学适应的心理发展水平的期望最低。7公立幼儿园教师相对于私立幼儿园来讲，更加关注幼儿的幼小衔接教育。8教龄在1-3年的新入职教师和教龄

7、在10一15年的幼儿园教师在幼小衔接教育问题上的教育行为最高。15年以上教龄的幼儿园教师和710年教龄的幼儿园教师在三个因素上对幼小衔接教育的行为关注度最低。9幼小衔接教育师资的安排上，幼儿园、小学都倾向于采用教师循环制，但小学还重视教学经验和教龄。10幼小衔接教育最为薄弱的环节就是幼儿园与小学之间的沟通和联系，缺乏了这样的互通有无，直接的结果就是使两级学校的幼小衔接教育出现了断裂带。11大多数小学、幼儿园通过开幼小衔接主题家长会和通过媒体进行过幼小衔接的宣传，但是只有约三分之一的学校持续安排幼小衔接工作沟通会。基于以上的研究结果，本研究提出了一些改进河北省幼小衔接教育工作成效的对策与建议，具

8、体来说：第一，在幼小衔接教育内容上，幼儿园应加强幼儿思维与行为常规、独立自主性的培养；第二，加强幼儿园与小学之间的互动交流，促进两级学校幼小衔接工作的契合度；第三，做好幼儿园、小学的幼小衔接教育管理工作，促进教育成效的提升；笫四，加强家校合作与沟通，促进家长在幼小衔接教育中作用的发挥；第五，借鉴国内外的先进经验，更新幼儿园教师与小学教师的教学模式，促进儿童心理行为的快速有效发展。IV关键词：幼小衔接思维与行为常规适应学业适应独立自主性家校合作万方数据Ab stractThe research of transition from early childhood settings to form

9、al schooling hasraised the attention of the domestic and foreign researchers on account of its profoundinfluence on childrenS developmentThe mind development of the children in thekindergarten and primary school are in two different psychological stagesAnd thereare obvious differences between the tw

10、o kinds of children educationTherefore，it isvery important for childrenS growth and psychological development if children cansuccessfully complete the transition from kindergarten to primary sch001Professor Haq believes that children who transiting from early childhood settingsto formal schooling ar

11、e facing six psychological faults：the fauk of the relationshipbetween the young and his teachers，the fault of learning styles，the fault of behaviorspecification，the fault of the social structure，the fault of the desired level，the fault oflearning environmentTherefore，the education of this stage has

12、an important role inhelping children to across these psychological faults safely and successfullyThestudy of this field is divided into two main research directions：the first researchorientation is focus on the environment development of children education,such asthe establish o f educational instit

13、utions，curriculum，teachers training，familyeducationThe second pay attention to the childrenS psychological developmentHowever,the existing research lacks the effective construction of the appropriatecriteria for the adaptation ofthe freshmen adaptation to formal schoolingThis criteriais the key fact

14、or to affect the quality of the researchIn this study,an questionnaire was conducted to evaluate the childrenSpsychological and behavioral patternsAnd the questionnaire was constructed withhigh reliability and validityAt the same time，to providing a reference for teachers toadjust their educational

15、and teaching this research analyzed the differences betweenthe teaching behaviors of kindergarten teacher and the primary school teachersexpectations to the behaviors ofpreschool children in Hebei ProvinceThe main conclusions of this study are as follows：1The primary school teachersexpectation to th

16、e first grade students is theV万方数据academic adaptation，the expectation of the lowest level is independence，and thethinking style and behavior habits is between the above two2The education behaviors of the kindergarten teachers also attaches greatimportance to the training of primary school children a

17、dapt to the conventional ofthinking style and behavior habits，pay attention to the cultivation of independent ofchildren in kindergartenBut the behavior performance o f the freshman in primaryschool is very poorThere are some differences between the psychological andbehavioral quality of kindergarte

18、n teachers and the primary school teachersexpectation to the quality of children behaviorsAt the content of education，thekindergarten teachers should further strengthen the education content of the moralcharacter and behavior habits，learning habits3The male teachers are significantly higher than the

19、 female teachers in terms ofthe studentsthinking style and behavior adaptation，academic adaptation，while theexpectation of the female primary school teachers is higher than that of male teachersin independence4The rural primary school teachersexpectation on childrenS psychologicalbehavior is signifi

20、cantly higher than that of urban and rural areasThe teachingbehavior of rural kindergarten teachers attach more importance to the education ofyoung convergence than the urban teachers and the teachers living in the combinationfield of urban and rural kindergarten5The teachersteaching behavior with c

21、ollege degree pay attention to higherlevel of psychological expectations of the students behavior to adapting to the highestlevel of education than the teachers with high academic performance6Expectation levels of the primary school teachers with more than 1 5 yearsteaching career were higher than t

22、hat of low seniority teachers in the three factorsExpectation levels of the primary school teachers with 71 0 years teaching career isthe lowest in the three factorsThis phenomenon is the same to the teachers in thekindergarten7The public kindergarten teachers make more concerned about young childre

23、nSconvergence education than the teachers in private kindergartenVI万方数据8The teaching level of the kindergarten teachers with 1015 years career andwith 1-3 years career is higher than othersAnd the teaching level o f the kindergartenteachers with 7-1 0 years career is the lowest9The arrangement of te

24、achers in kindergarten，and in primary school is on thecirculation system,but the primary schools also pay attention to primary schoolteaching experience1 0The communication link is the weak link that the kindergarten and primaryschool for the transition education from early childhood settings to for

25、mal schoolingThe lack of such communication conducted a direct resuk that there iS a fault betweenthe kindergarten education and the primary school education1 1 The majority communication between primary,school kindergarten and theparents is the parentteacher meetings with the theme of adapting to t

26、he highest levelofeducationBut only about 13 ofthe schools continue to arrange the work ofyoungconvergence communicationBased on the above findings，this study proposes some improvement in HebeiProvince kindergarten education：(1)to strengthen the cooperation andcommunication between family and kinder

27、garten to promoting the parents role ofeducation；(2)to strengthen the interaction between kindergarten and primary school，promote the fit level between the kindergarten educations and primary schooleducation；(3)to promoting the management level of kindergarten and primaryschool to increase the effec

28、t of education；(4)to update the teaching mode of thekindergarten teachers and primary school teachers to promote the development ofchildrenS adaptation behaviorKey words：transition from early childhood settings to formal schooling，theadaptation of thinking style and behavior habits，academic adaptati

29、on，independence，the cooperation between family and schoolVII万方数据目 录中文摘要III英文摘要V引言。1一、研究问题的提出2二、文献综述4(一)“幼小衔接”概念的界定4(二)幼小衔接的实践与研究现状4三、 研究的创新点9四、 研究的意义10(一)理论意义10(二)实践意义10五、幼小衔接调查问卷的编制12(一)研究方法12(二)研究对象12(三)统计软件与统计方法12(四)调查问卷初稿的情况12(五)探索性因素分析的结果12(六)问卷的信度分析15(七)问卷的效度分析15六、河北省幼小衔接教育状况调查17(一)研究对象17(二)统计

30、软件与统计方法17(三)调查问卷17(四)调查结果的分析与讨论17七、当前幼儿园、小学落实幼小衔接教育工作方式调查25(一)调查范围25(二)幼小衔接教育的相关班级师资配备方式25VIII万方数据(三)幼儿园、小学对教师进行幼小衔接教育培训的情况25(四) 幼儿园、小学幼小衔接教育内容的侧重点分析27(五)幼儿园、小学与家长就幼小衔接问题的沟通情况27八、提高河北省幼小衔接教育成效的对策与建议29(一)在幼小衔接教育内容上，幼儿园应加强幼儿思维与行为常规、独立自主性的培养29(二)加强幼儿园与小学教师之间的互动沟通，促进两级学校幼小衔接工作的契合度29(三)加强幼小衔接教育的管理工作，促进教育

31、成效的提升30(四)加强家校合作，促进家长在幼小衔接教育中作用的发挥32(五)借鉴国外的先进经验，更新幼儿园教师与小学教师的教学模式，促进儿童心理行为的快速有效发展34九结语35参考文献36附录38后记44IX万方数据己l 言J l 口幼小衔接指幼儿教育与小学教育在教育内容、教学方式、教育要求、教学常规等方面的连续性和相关性。幼儿园与小学阶段的儿童所处的年龄阶段在心理学上分别称作幼儿期和少年期，其心理发展的典型性特征有着本质的不同。与3-6岁幼儿的心理发展特征相适应的幼儿园教育采用游戏教学为主的教学形式，在教学内容、教学要求、教学时长、作业数量和要求、教师的关注程度等方面与6一12岁儿童心理发

32、展所需求的正规化的小学教育有着明显的差异。因此，儿童能否顺利地完成由幼儿园学习到小学学习的过度对幼儿心理的成长和社会性的发展来讲具有非常重要的作用。在现实的教育中，很多的教师和家长也时常发现和慨叹，一些非常聪明的孩子在小学阶段逐渐失去学习的优势和兴趣，从而转变成为问题儿童，也正是对小学学习适应不良造成的。1996年颁布实施的幼儿园工作规程和2001年颁布实施的幼儿园教育指导纲要(试行)均明确指出，幼儿园应与家庭、社区密切合作，综合利用各种教育资源，注意幼儿园与小学两个阶段教育的相互衔接，相互配合，共同为幼儿的发展创造良好的条件。由于以上国家文件是幼儿园教育工作管理必须遵守的基本法和指导原则，因此幼小衔接教育工作必须引起有关教育部门和相关教师的足够重视，着力落实到位，以保障幼儿在幼儿园阶段和小学阶段获得健康、全面、持续的成长。万方数据