美国语言教学的幼小衔接策略及启示  

Transition from Kindergarten to First-Grade Language Instruction in the U.S. Common Core State Standards

作　　者：张海燕[1,2] 尹建军 

机构地区：[1]南通大学外国语学院,江苏南通226019 [2]杰克逊州立大学教育学院,杰克逊39217

出　　处：《东北师大学报（哲学社会科学版）》2013年第1期189-192,共4页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：江苏省教育科学"十二五"规划课题青年专项(C-a/2011/01/23)

摘　　要：幼小衔接一直是基础教育课程改革的关注点。以语言为例,在最新美国共同核心州立标准中,通过对学前一年及小学一年阶段的文学阅读、信息类文章阅读、基础技能、写作、说听、语言知识等策略的考察,发现各个方面都能做到良好衔接,并没有极端否定学前阶段的知识教学内容。这可以为我国语言教学幼小有效衔接提供一定启示,只有在学前阶段充分做好入学准备才能使小学阶段的教学顺利展开。Transition from kindergarten to first-grade is the focus of curriculum reform in fundamental education.The American Common Core State Standards have the transitional requirements on students＇ language,including reading standards for literature,reading standards for informational text,foundational skills,writing standards,speaking and listening standards and language standards.The comparison of the two stages-kindergarten and grade one can show that there is a good transition from kindergarten to first-grade,which doesn＇t neglect the knowledge transmission in kindergarten.This provides a good implication for language instruction in China.Only when the kids are prepared for first grade,can the instruction in elementary school go on smoothly.

关 键 词：美国共同核心州立标准 幼小衔接 学前一年 小学一年 语言教学 

分 类 号：G42[文化科学—课程与教学论]