文化发展视角下幼小课程体系衔接:问题与策略  

The connection between kindergarten curriculum system and primary school curriculum system from the perspective of cultural development:issues and strategies

作　　者：胡新宁 HU Xinning(YuZhang Normal University,Nanchang,Jiangxi,330103,China)

机构地区：[1]豫章师范学院,江西南昌330103

出　　处：《豫章师范学院学报》2023年第5期68-74,共7页Journal of Yuzhang Normal University

基　　金：江西省教育科学“十四五”规划2021年度青年专项课题“幼小衔接背景下大班幼儿游戏权的保障现状研究——以南昌市城区幼儿园为例”(编号:21QN067);豫章师范学院2019年校级课题“幼小衔接背景下大班幼儿游戏权的保障现状研究”(编号:HSYB-19-04)。

摘　　要：课程起源于文化,是教育化的文化。因此,课程的设计、实施和评价都应该遵循文化发展逻辑。在文化发展逻辑的观照下,幼小课程衔接存在着课程理念偏离、课程目标断裂、课程内容离散、课程实施对立和评价信息私有五个方面的问题。幼儿园和小学可通过坚持素养本位的课程理念、规划共性渐进的课程目标体系、架构经纬交织的课程内容体系、采取教乐融合的课程实施方式、打破阻碍评价信息传输的壁垒五种措施解决上述问题。Curriculun originates from culture and is an educational culture.Therefore,the design,inplementation and evaluation of curriculum should follow the logic of cultural development.Under the observation of cultural logic,there are five problems in the connection between preschool and elementary school curriculum:deviation of curriculum concepts,fragmentation of curriculum objectives,dispersion of curriculum content,opposition of curriculum implementation methods and privatization of evaluation informations.Kindergartens and primary schools can solve the above-mentioned problems by adhering to the curriculum concept of"literacy oriented",planning a general and progressive curriculum objective system,constructing a curriculum content system that is interwoven with the longitude and latitude,adopting a curriculum implementation method that integrates education and entertainment,and breaking down barriers that hinder the transmission of evaluation informations.

关 键 词：文化发展 幼小衔接 课程体系 

分 类 号：G612[文化科学—学前教育学]