小学数学幼小衔接教材设计的研究与实践  

Research and Practice of the Design of Primary School Mathematics Textbook for the Transition from Kindergarten to Primary School

作　　者：胡雪丹 Hu Xuedan

机构地区：[1]人民教育出版社小学数学编辑室,北京100081

出　　处：《课程.教材.教法》2025年第1期92-99,共8页Curriculum,Teaching Material and Method

基　　金：人民教育出版社课程教材研究所“十四五”课题“核心素养视域下小学数学教科书“幼小衔接”内容的探索研究”(KC2023-030)。

摘　　要：在幼小衔接期,外部环境和儿童认知能力都发生了较大的变化,小学数学幼小衔接则更为复杂、困难。以往幼小衔接多是幼儿园“一头热”,小学的参与程度却参差不齐。新时代背景下的政策强调幼小衔接要双向协同,小学具有重要责任。在数学课程方面,新课标提出了“三会”的数学核心素养。针对存在的问题和新的发展要求,小学数学幼小衔接教材应重新定位,并构建新的发展路径:坚持核心素养的目标导向、体现全面发展的教育理念和关注学生的认知发展特点。在实践方面,基于上述理论方向,小学数学幼小衔接教材从狭义和广义两个层面进行具体教材设计,不仅考虑了符合1至2周适应性教育的内容,也包括了整个适应期教材内容的改进与建构。During the transitional period from kindergarten to primary school,great changes have taken place in external environment and children's cognitive capability,and the transition of primary school mathematics is more complicated and difficult.In the past,kindergarten is usually passionate about the transition,while primary school has weak participation.The policy in the new era emphasizes two-way cooperation and primary school also has important responsibilities.In mathematics curriculum,new curriculum standards put forward the core competency of"three capabilities".In view of current problems and new development requirements,primary school mathematics textbook for the transition should be repositioned and construct new development path:adhering to goal-oriented core competency,embodying educational concept of all-round development and paying attention to the characteristics of students'cognitive development.In practice,based on the above theoretical direction,the textbook is designed in narrow and broad sense,considering the content that conforms to the adaptive education for one to two weks and including the improvement and construction of textbook content during the whole period.

关 键 词：小学数学 幼小衔接 核心素养 全面发展 教材设计 

分 类 号：G624[文化科学—教育学]