近20年国外幼小衔接研究的视角变迁与实证进展  

Theoretical Perspectives on and Empirical Researches of Transition from Early Childhood Education to School

作　　者：崔淑婧[1] 田兴江[1] Shujing Cui;Xingjiang Tian(Institute of Educational Innovation,Chongqing University of Arts and Sciences,Chongqing 402160 China)

机构地区：[1]重庆文理学院教育创新研究院,重庆402160

出　　处：《学前教育研究》2022年第5期28-43,共16页Studies in Early Childhood Education

基　　金：教育部人文社会科学研究规划青年项目“民族地区学前儿童国家通用语言能力测评与提升策略研究”(编号:21YJC880007);重庆市教育学会基础教育科研项目“重庆市幼儿亲子阅读中语言暴露差异研究”(编号:XH2021B062)。

摘　　要：过去20年,国际上关于幼小衔接的研究经历了从儿童发展或成熟理论到生态学及社会文化理论再到本体论视角的变迁,“幼小衔接”由此被依次理解为一次性事件、一个过程、一种延续性实践。随着理论视角的变迁,关于幼小衔接的实证研究呈现了从关注儿童自身做好准备到关注多个利益相关者再到聚焦促进幼小衔接延续性的政策及实践的变化,研究方法也逐渐多元化。国外关于幼小衔接的研究历程显示了不同理论视角之间并非相互排斥而是相互补充的关系,其中从本体论视角出发,关注幼小衔接中的结构延续性、发展延续性及情境延续性是幼小衔接研究的新趋势。国外研究多采用追踪研究设计及儿童视角的新兴研究方法,这可以为我国幼小衔接研究提供方法论的借鉴。Over the past two decades, researches of transition from early childhood education to school in western countries have shown the shift of theoretical perspectives from the child development or maturity theory to bio-ecological theory and socio-cultural theory then to the ontological theory. Transition from early childhood education to school is constructed respectively as a one-off event,a process and continuity practices. Accordingly,focus of the empirical researches based on these three perspectives has changed from children’s characteristics to stakeholders and their relationships then to the continuity in transition. In conclusion,multiple theoretical perspectives are complementary rather than competitive with each other. Based on the ontological theory,to Chinese researchers in this field,focusing on the structural,developmental and contextual continuity is the study trend that should be highlighted as well as the longitudinal design and emerging research methods for exploring children’s perspective.

关 键 词：幼小衔接 儿童发展或成熟理论 生态学及社会文化理论 本体论 

分 类 号：G612[文化科学—学前教育学]