经验中的间断性何以赋能幼小衔接:价值和启示  

How the Discontinuity in Experiencing Empowers the Transition from Kindergarten to Primary School:Value and Inspiration

作　　者：胡南 HU Nan(Faculty of Education,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

出　　处：《教育与教学研究》2025年第3期41-57,共17页Education and Teaching Research

摘　　要：学生在经验更新的体验过程中,往往会遇到一个间断性的阶段,尽管这个阶段可能会给学生带来认知上的问题,但同时也在激发学生的主体性方面发挥着关键作用,为幼小衔接这一经验过渡阶段赋予了独特的教育价值。经验中的间断性对学习者主体性发展的价值的理论基础在于赫尔巴特的可塑性教育与教化、杜威的经验成长和反思式探究。这种价值在教学实践中可以通过教师引导学生自发提问和支持反思性探究的教育模式来体现。经验中的间断性对幼小衔接的启示包括:幼儿教师避免提前预设“小学化”的知识,小学教师采用儿童视角的方法来激发和把握儿童的自发性问题;通过幼小联合教研的方式,协助小学教师回顾儿童在幼儿园阶段已有的经验,引导反思性探究的实践;创造一种教育文化,将经验中的间断性阶段视为解决幼小衔接过渡危机的积极阶段。这些策略不仅能够解决幼小衔接中的认知问题,还有助于培养儿童主体性,实现教育的可持续性发展目标,为高质量教育体系的建设作出积极贡献。In the process of updating experience,students often encounter a stage characterized by discontinuity.While this discontinuity in experiencing may pose cognitive challenges for students,it also plays a crucial role in stimulating their subjectivity,thus imparting unique educational significance to the transition from kindergarten to primary school.The theoretical basis for the value of discontinuity in experiencing for learners′ subjectivity development can be traced to Herbart′s ″bildsamkeit education″ and ″bildung″,as well as Dewey′s experiential growth and reflective inquiry.This value can be realized in teaching practice through educational models where teachers guide students to ask spontaneous questions and support reflective enquiry.Insights from the discontinuity in experiencing for the transition from kindergarten to primary school include:kindergarten teachers avoiding prematurely assuming a ″schoolification″ of knowledge,primary school teachers adopting children′s perspective approaches to stimulate and grasp children′s spontaneous questions;assisting primary school teachers in reviewing children′s experiences from the kindergarten and guiding the practice of reflective enquiry through joint collaborative teaching and research programs among kindergarten and primary school teachers;fostering an educational culture that views the discontinuity phase in experience updating as a positive stage for effectively addressing the transitional crisis of kindergarten to primary education.These strategies not only address coqnitive problem stemming from the gap between early childhood education and primary education but also contribute to the cultivation of children′s subjectivity,the realization of sustainable development goals in education,and the constructive development of high-quality education systems.

关 键 词：幼小衔接 经验中的间断性 基础教育 儿童主体性 反思性探究 

分 类 号：G610[文化科学—学前教育学]