“学校中心式”幼小衔接责任体系建构:理念基础与内容分析——经合组织国家的经验与启示  

Theoretical Basis and Content Analysis of the Construction of“School-Centered”Responsibility System for Early Childhood Transition:Experience and Inspiration from OECD Countries

作　　者：李宏堡 王海英[2] Li Hongbao;Wang Haiying(College of Educational Science,Sichuan Norml University,Chengdu,Sichuan,610066;College of Educational Science,Nanjing Normal University,Nanjing,Jiangsu,210097)

机构地区：[1]四川师范大学教育科学学院,四川成都610066 [2]南京师范大学教育科学学院,江苏南京210097

出　　处：《幼儿教育》2023年第33期52-56,共5页Early Childhood Education

基　　金：教育部人文社会科学青年基金项目“乡村振兴战略下西部农村幼儿教师持续补充机制研究”(项目批准号:22YJC880031);四川省哲学社会科学重点研究基地教师教育研究中心项目“西部地区普惠性民办园教师队伍建设困境及其突围研究”(项目批准号:TER2021-005)的研究成果之一。

摘　　要：幼小衔接顺利与否影响着儿童的长远发展。经济合作与发展组织(OECD,以下简称经合组织)各成员国主要从四个方面构建以学校为中心的幼小衔接责任体系:一是能力衔接,提高教师的专业连续性;二是专业衔接,确保课程与教学的连续性;三是关系衔接,建立家校合作机制;四是观念衔接,坚持儿童的视角。The connection between kindergarten and primary school is crucial for children's long-term development,and each member country of the Organization for Economic Cooperation and Development(OECD)has constructed a school-centered responsibility system for this transition,This system includes four aspects:ability transition to improve teacher professional continuity,major connection to ensure the continuity between courses and teaching,relationship connection to establish the family-school cooperation,and concept connection to adhere to a child-centered approach.

关 键 词：幼小衔接 经合组织 学校中心 责任体系 

分 类 号：G619[文化科学—学前教育学]