幼小衔接中的多主体协同:现状调查与路径建议  

The Multistakeholder-Collaboration Educational Practice Model in Children's Transitions to School:Challenges and Recommendations

作　　者：黄瑾 王双[1] 陈清莲 王垚 HUANG Jin;WANG Shuang;CHEN Qinglian;WANG Yao(Faculty of Education,East China Normal University,Shanghai 200062 China;China Research Institute of Care and Education of Infants and Young Children,East China Normal University,Shanghai 200062 China)

机构地区：[1]华东师范大学教育学部,上海200062 [2]华东师范大学中国婴幼儿教养研究院,上海200062

出　　处：《学前教育研究》2024年第3期1-11,共11页Studies in Early Childhood Education

基　　金：全国教育科学规划2021年度国家一般课题“多主体协同的幼小衔接支持系统及运行机制研究”(编号:BHA210122)。

摘　　要：多元利益主体的协同育人是迈向高质量幼小衔接的重要路径。我国幼小衔接教育实践经历了从幼儿园单向衔接到幼儿园与小学双向衔接的转变,并在多元主体协同的进程之中不断展开探索。本研究针对幼小衔接中的多主体协同实践状况,借鉴帕森斯的社会行动理论构建分析框架,对来自全国11个省(直辖市、自治区)的17.6万名家长、教师和教育管理者开展了一项大规模调查。调查结果发现:当前“幼—小—家”互动方式以单向信息传递为主,缺乏权力平等的对话与合作;保障多主体协同的政策落实不到位,尤以幼小课程与教学衔接制度最弱;各主体的教育观念与儿童发展期望存在差异,适度学习与超前学习并存。搭建平台重塑多主体互动的权力格局,政策驱动为多主体协同提供制度保障,多方参与构筑资源以共享观念与目标,是形成多主体协同育人的互动格局与文化模式的实践路径。The collaboration among diverse stakeholders is a crucial pathway towards achieving highquality education in children's transitions from preschool to primary school.In this study,a large-scale survey was conducted across 11 provinces,autonomous regions,and municipalities in China to assess the current status of multi-stakeholder-collaboration educational practices in the transitions.The findings revealed that the mechanisms of school-family interaction and cooperation were still in the early stages of development,with inadequate policy implementation and variations in educational beliefs and children's developmental expectations among stakeholders.Policy support and educational resource building can shape the common beliefs and goals among multistakeholders and establish the multistakeholder-collaboration system of the transition.

关 键 词：幼小衔接 多主体协同 社会行动理论 

分 类 号：G619.2[文化科学—学前教育学] G629.2[文化科学—教育学]