幼小衔接教材一体化建设:现实困境、理念探究与实践路径  

Integrated Construction of Transitional Textbook from Kindergarten to Primary School:Realistic Dilemma,Concept Exploration and Practice Path

作　　者：高健 张雨强[2] Gao Jian;Zhang Yuqiang

机构地区：[1]曲阜师范大学教育学院,曲阜273165 [2]曲阜师范大学基础教育课程研究中心,曲阜273165

出　　处：《课程．教材．教法》2023年第11期43-49,共7页Curriculum，Teaching Material and Method

摘　　要：幼小衔接教材一体化建设是幼小衔接系统工程的一项基础性工作。当前,教材一体化建设面临诸多现实困境:在教材使用方面,存在“无可用”与“乱使用”的现象;在教材研究方面,存在“基础薄弱、成果稀缺”的现象。从教材构成要素来看,幼小衔接教材的核心要义为教材理念一致、教材内容连贯、教材实施同步、教材评价多元。幼小衔接教材建设应遵循知识逻辑,以起点型核心知识促进学习“减负增效”;应遵循心理逻辑,“以儿童为中心”开展工作;应遵循价值逻辑,以“教育善”沁润儿童德性根基。幼小衔接教材一体化高质量建设应该加强联动合作的制度建设,构建一体衔接的课程标准体系,完善优化赋能的保障机制,打造多元共享的实践联盟。Integrated construction of transitional textbook from kindergarten to primary school is the basic work of transitional project.At present,it is faced with realistic dilemmas,including unavailability and disorder of textbook use and weak foundation and scarce achievements of textbook research.The essence of the textbook is consistent concept,coherent content,synchronous implementation and diversified evaluation.The textbook construction should adhere to knowledge logic and reduce burdens and increasing efficiency with starting-point core knowledge,follow psychological logic and construct textbook with children as the center,and obey value logic and moisten children's morality with good education.In order to construct high-quality textbook,we should strengthen coordination institution,build integrated curriculum standard system,improve guarantee mechanism of optimization and empowerment and build a practice alliance of multiple sharing.

关 键 词：幼小衔接 教材一体化 教材理念 教材建设 

分 类 号：G423.04[文化科学—课程与教学论]