幼小课程衔接的理论基础  

On Theoretical Foundations of Curriculum Transition between Kindergarten and First-grade School

作　　者：赵艳杰[1] 吕晓[2] 

机构地区：[1]西南大学教育学院,重庆400715 [2]重庆文理学院教育科学系,永川402160

出　　处：《学前教育研究》2008年第2期57-60,共4页Studies in Early Childhood Education

摘　　要：幼小课程衔接问题一直是学前教育领域中的热点问题,同时也受到来自教师、父母以及政府的极大关注。探讨幼小课程衔接的理论基础可以采取三个角度,即幼儿身心发展、学习经验的连续性以及生态转衔。The issue of curriculum transition between kindergarten and first-grade school, as a hot topic in the field of preschool education, is receiving great concerns from teachers, parents and the government. In hope of furthering the curriculum transition between kindergarten and first-grade school, this paper presents three curriculum transition＇s theoretical foundations including the body and psychology development on children, the continuity of learning experience and the theory of ecological transition.

关 键 词：幼小课程衔接 幼儿身心发展 学习经验的连续性 生态转衔 

分 类 号：G612[文化科学—学前教育学]