發(fā)布時間：2019-06-17 19:54

【摘要】：幼小銜接指幼兒教育與小學(xué)教育的銜接。處于幼兒園與小學(xué)階段的兒童處于心理發(fā)展的兩個不同階段,其心理發(fā)展的典型性特征有著本質(zhì)的不同。而兩個階段的教育有著明顯的差異。因此,兒童能否順利地完成由幼兒園到小學(xué)的過度對幼兒的成長和心理發(fā)展來講具有非常重要的作用。德國教育學(xué)家哈克教授認為兒童在幼小銜接階段面臨著六個方面的心理斷層:關(guān)系人的斷層、學(xué)習(xí)方式的斷層、行為規(guī)范的斷層、社會結(jié)構(gòu)的斷層、期望水平的斷層、學(xué)習(xí)環(huán)境的斷層。因此這一階段的教育對于幫助孩子安全、成功地跨越這些心理斷層有著重要的作用。當(dāng)前有關(guān)幼小銜接的研究主要分為兩個研究方向:一是,注重兒童發(fā)展的外部教育環(huán)境的研究取向,主要側(cè)重于教育機構(gòu)設(shè)置、課程設(shè)置、師資培訓(xùn)、家長工作等方面;二是,注重兒童心理發(fā)展本身的研究取向,側(cè)重于兒童的入學(xué)適應(yīng)的心理行為研究。但現(xiàn)有研究缺乏有效的入學(xué)適應(yīng)的適當(dāng)判斷標(biāo)準(zhǔn)的建構(gòu),更多的是從經(jīng)驗或是感性的角度來判斷幼小銜接的現(xiàn)狀,影響了研究的質(zhì)量和實踐指導(dǎo)作用。本研究采用實證的研究方法通過對兒童的心理行為方式進行評估建構(gòu)了幼小銜接現(xiàn)狀調(diào)查問卷,具有較高的信效度。同時,通過對比學(xué)前教育教師的教學(xué)行為和小學(xué)教師的期望要求的差異,來發(fā)現(xiàn)河北省幼小銜接教育的現(xiàn)狀和問題,為教師調(diào)整自己的教育教學(xué)提供參考。本研究得出的主要結(jié)論如下:1.小學(xué)教師對一年級新生期望最高的是學(xué)業(yè)適應(yīng)、期望最低的是獨立自主性,居于二者之間的是思維與行為常規(guī)適應(yīng)。2.數(shù)據(jù)表明,幼兒園教師在教育教學(xué)中也非常注重幼兒適應(yīng)小學(xué)的思維與行為常規(guī)訓(xùn)練,注意兒童獨立自主性的培養(yǎng),但兒童進入小學(xué)后卻在這兩個方面的表現(xiàn)非常差。幼兒園老師培養(yǎng)的幼兒心理行為品質(zhì)與小學(xué)教師認為小學(xué)生應(yīng)具備的心理行為品質(zhì)存在著差異。從內(nèi)容上看,幼兒園應(yīng)盡進一步加強的教育內(nèi)容是品德與行為習(xí)慣、學(xué)習(xí)習(xí)慣的培養(yǎng)。3.男教師對學(xué)生的思維與行為常規(guī)適應(yīng)、學(xué)業(yè)適應(yīng)的期望上顯著高于女教師;在而獨立自主性期望上,女教師對小學(xué)新生的期望高于男教師。4.農(nóng)村小學(xué)教師對兒童入學(xué)心理行為的期望水平顯著高于城市和城鄉(xiāng)結(jié)合部的教師。農(nóng)村幼兒園教師的教學(xué)行為重視幼小銜接教育的程度最高,城市教師的注重程度最低,城鄉(xiāng)結(jié)合部幼兒園教師居于二者之間。5.大專學(xué)歷的幼兒園教師的教學(xué)行為重視幼小銜接教育的程度和小學(xué)教師對學(xué)生入學(xué)適應(yīng)心理行為水平的期望均最高,學(xué)歷高的教師則表現(xiàn)較低。6.15年以上教齡的小學(xué)教師在三個因素上的期望水平均高于教齡較低的教師,教齡在7-10年的教師在各個因素上都處于較低的水平上。與教齡相反,職稱越低的小學(xué)教師在各因素上高于職稱高的教師,高級職稱的小學(xué)教師對新生入學(xué)適應(yīng)的心理發(fā)展水平的期望最低。7.公立幼兒園教師相對于私立幼兒園來講,更加關(guān)注幼兒的幼小銜接教育。8.教齡在1-3年的新入職教師和教齡在10-15年的幼兒園教師在幼小銜接教育問題上的教育行為最高。15年以上教齡的幼兒園教師和7-10年教齡的幼兒園教師在三個因素上對幼小銜接教育的行為關(guān)注度最低。9.幼小銜接教育師資的安排上,幼兒園、小學(xué)都傾向于采用教師循環(huán)制,但小學(xué)還重視教學(xué)經(jīng)驗和教齡。10.幼小銜接教育最為薄弱的環(huán)節(jié)就是幼兒園與小學(xué)之間的溝通和聯(lián)系,缺乏了這樣的互通有無,直接的結(jié)果就是使兩級學(xué)校的幼小銜接教育出現(xiàn)了斷裂帶。11.大多數(shù)小學(xué)、幼兒園通過開幼小銜接主題家長會和通過媒體進行過幼小銜接的宣傳,但是只有約三分之一的學(xué)校持續(xù)安排幼小銜接工作溝通會�；谝陨系难芯拷Y(jié)果,本研究提出了一些改進河北省幼小銜接教育工作成效的對策與建議,具體來說:第一,在幼小銜接教育內(nèi)容上,幼兒園應(yīng)加強幼兒思維與行為常規(guī)、獨立自主性的培養(yǎng);第二,加強幼兒園與小學(xué)之間的互動交流,促進兩級學(xué)校幼小銜接工作的契合度;第三,做好幼兒園、小學(xué)的幼小銜接教育管理工作,促進教育成效的提升;第四,加強家校合作與溝通,促進家長在幼小銜接教育中作用的發(fā)揮;第五,借鑒國內(nèi)外的先進經(jīng)驗,更新幼兒園教師與小學(xué)教師的教學(xué)模式,促進兒童心理行為的快速有效發(fā)展。
[Abstract]:The young cohesion refers to the connection between the early childhood education and the primary education. In the two different stages of the psychological development of the children in the kindergarten and the primary stage, the typical characteristics of their psychological development are of different nature. There is a clear difference between the two stages of education. Therefore, the successful completion of the child from the kindergarten to the primary school plays a very important role in the child's growth and psychological development. Professor Huck, a German educational scientist, is of the view that children face six mental faults in the early stage of engagement: the fault of the person, the fault of the way of learning, the fault of the code of conduct, the fault of the social structure, the fault of the desired level, and the fault of the learning environment. Therefore, this stage of education plays an important role in helping the child to safely and successfully span these psychological faults. At present, the research on the young cohesion is mainly divided into two research directions: one is the research orientation of the external education environment, which focuses on the development of the children, and mainly focuses on the aspects of the setting of the educational institution, the setting of the curriculum, the training of the teachers and the work of the parents, and the other, The research orientation of the children's mental development is focused on the study of the psychological behavior of the children's admission to the school. However, the existing research lacks the construction of the proper judgment standard of the effective admission, and more is to judge the present situation of the young connection from the angle of experience or sensibility, and influence the quality and the practical guidance of the research. In this study, an empirical study was used to construct a questionnaire on the status of children's psychological behavior, and it has a high validity. At the same time, through the comparison of the teaching behavior of the pre-school teachers and the difference of the expected requirements of the primary school teachers, the present situation and the problems of the young cohesive education in Hebei Province are found, and the reference for teachers to adjust their education teaching is provided. The main conclusions of this study are as follows:1. The primary school teacher's expectation of a year's new life is the academic adaptation, the lowest is the independence, and the two between the two are the general adaptation of the thinking and the behavior. The data show that, in the teaching of education, the kindergarten teachers also pay great attention to the normal training of the thinking and behavior of the children to the primary school, and pay attention to the development of the independence of the children, but the performance of the children in these two aspects is very poor after the children enter the primary school. The quality of the children's psychological behavior and the quality of the primary school teachers in the kindergarten teachers are different from that of the primary school teachers. From the content, the education content of the kindergarten should be further strengthened is the cultivation of the character and the behavior habit and the learning habit. Male teachers adapt to the students' thinking and behavior, and the expectation of academic adaptation is significantly higher than that of female teachers; in the self-independence expectation, the female teachers' expectation of primary school freshmen is higher than that of male teachers. The expectation of primary school teachers in rural primary school is higher than that of urban and urban-rural joint. The teaching behavior of the teachers in the rural kindergarten places great importance on the level of the young cohesive education, the degree of attention of the urban teachers is the lowest, and the kindergarten teachers in the combination of the urban and rural areas are in the middle of the two. The teaching behavior of the kindergarten teachers with the college degree has the highest importance to the level of the young cohesive education and the expectation of the primary school teachers to the students' admission to the psychological behavior level. The teachers with a high degree of education have a lower performance. The expected level of the primary school teachers of over 6.15 years is higher than that of the lower teaching age, and the teachers in the age of 7 to 10 years are at a lower level in all the factors. In contrast to the teaching age, the lower the title of the primary school teacher is higher than the professional title, the primary school teacher of the senior title has the lowest expectation of the psychological development level of the new school. The public kindergarten teacher is more concerned with the young cohesive education of the child in relation to the private kindergarten. In the period of 1-3 years, the teaching age of the new-in-school teachers and the school-age teachers in the age of 10-15 years is the highest in the education of the young-connected education. The kindergarten teachers of over 15 years and the kindergarten teachers of the age of 7-10 years have the lowest attention to the behavior of the young-connected education in three factors. On the basis of the arrangement of the teachers of the young connected education, the kindergarten and the primary school tend to adopt the teacher's circulation system, but the primary school also pays attention to the teaching experience and the teaching age. The most weak link of the young cohesive education is the communication and contact between the kindergarten and the primary school, and the lack of such a kind of mutual communication, and the direct result is that the young cohesive education of the two-stage school has the fault zone.11. The majority of primary schools, kindergartens, and the media have carried out young cohesion campaigns, but only about one-third of the schools continue to arrange for young cohesion. Based on the results of the above research, this paper puts forward some countermeasures and suggestions to improve the effectiveness of the young cohesive education in Hebei province, in particular, the first, in the content of the young cohesive education, the kindergarten should strengthen the normal and independent culture of the children's thinking and behavior, and the second, Strengthen the interactive communication between the kindergarten and the primary school, and promote the fit of the young cohesive work of the two-stage school; and thirdly, do a good job of the young joint education management of the kindergarten and the primary school, and promote the improvement of the education effect; and fourthly, strengthen the cooperation and communication of the home school, To promote the role of the parents in the young cohesive education, the fifth, to learn from the advanced experience at home and abroad, to update the teaching mode of the kindergarten teachers and primary school teachers, and to promote the rapid and effective development of the children's psychological behavior.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G619.2

【相似文獻】

相關(guān)期刊論文 前10條

1 周蔓雪;對幼小銜接工作有關(guān)問題的新認識[J];四川師范大學(xué)學(xué)報(社會科學(xué)版);2005年S1期

2 胡紅;與家長朋友談幼小銜接[J];教學(xué)與管理;2005年05期

3 李敏誼;崔淑婧;劉穎;;近十年國外不同利益相關(guān)者對于幼小銜接問題看法的研究綜述[J];外國中小學(xué)教育;2010年05期

4 樊玉蓮;樊冬梅;陳琛;;構(gòu)建幼小銜接聯(lián)動機制的實踐研究[J];上海教育科研;2010年05期

5 李敏誼;劉穎;崔淑婧;;國外近10年幼小銜接理論研究綜述[J];比較教育研究;2010年05期

6 薛輝;;在幼小雙向互動中談幼小銜接教育[J];現(xiàn)代中小學(xué)教育;2011年04期

7 裴崢嶸;;幼小銜接問題之我見[J];才智;2011年13期

8 崔新玲;梁進龍;;法國幼小銜接的經(jīng)驗及啟示[J];商品與質(zhì)量;2011年S7期

9 段偉紅;;中美幼小銜接教育之比較[J];新西部(理論版);2012年10期

10 李曉芳;趙碧玫;冉昕;張林;;六盤水幼小銜接:現(xiàn)狀與對策研究[J];六盤水師范學(xué)院學(xué)報;2012年04期

相關(guān)會議論文 前6條

1 劉新紅;;幼小銜接工作中存在的問題及解決策略研究[A];2012年幼兒教師專業(yè)與發(fā)展論壇論文集[C];2013年

2 宋懷昌;;正確處理好幼小銜接的幾個原則問題[A];中國管理科學(xué)文獻[C];2008年

3 康長運;;中國近代幼小銜接理論和實踐[A];紀(jì)念《教育史研究》創(chuàng)刊二十周年論文集（5）——中國基礎(chǔ)教育史研究（含學(xué)前教育、義務(wù)教育、高中教育、特殊教育、工讀教育等）[C];2009年

4 孫雪蓮;;拓展幼小銜接視角 促閱讀習(xí)慣養(yǎng)成[A];2014年8月現(xiàn)代教育教學(xué)探索學(xué)術(shù)交流會論文集[C];2014年

5 郝海鷗;;開拓進取為教育 求實創(chuàng)新為學(xué)生[A];國家教師科研專項基金科研成果(神州教育卷2)[C];2013年

6 高文軍;;視障兒童入學(xué)前適應(yīng)性教育的研究——盲校幼小銜接問題的探討[A];中國心理衛(wèi)生協(xié)會殘疾人心理衛(wèi)生分會第七屆學(xué)術(shù)交流會論文集[C];2008年

相關(guān)重要報紙文章 前10條

1 記者 張力 通訊員 李文祥;市公安局幼兒園注重“幼小銜接”[N];天津政法報;2007年

2 本報記者 蘇軍;別讓“幼小銜接”走了樣[N];文匯報;2009年

3 商報記者 李子君;暴利裹挾的幼小銜接班到底有多值？[N];北京商報;2010年

4 時言平;只有實現(xiàn)教育公平才能抑“天價幼小銜接班”[N];新華每日電訊;2011年

5 本報通訊員 李苑　駐蘇記者 何連弟;南京冒出天價“幼小銜接班”[N];文匯報;2011年

6 胡婕 本報記者 薛慶元;幼小銜接：家長應(yīng)把眼光放遠一些[N];中國消費者報;2012年

7 記者 廖君 吳植;“名校情結(jié)”催熱幼小銜接班，，有培訓(xùn)機構(gòu)打出“包過”招牌[N];新華每日電訊;2013年

8 浙江省諸暨市浣江幼教集團 應(yīng)婉林;幼小銜接不能揠苗助長[N];中國教育報;2014年

9 中國教育科學(xué)研究院基礎(chǔ)教育研究中心主任 研究員 陳如平;謹防“幼小銜接”變身“小學(xué)預(yù)科”[N];中國教育報;2014年

10 李曉玲;“幼小銜接”：廣東嘗試新版本[N];中國婦女報;2006年

相關(guān)碩士學(xué)位論文 前10條

1 楊明珠;幼小銜接階段父母的教育策略[D];云南師范大學(xué);2015年

2 王燕;幼小銜接教育實踐研究[D];遼寧師范大學(xué);2015年

3 何成霞;幼小銜接中一年級教育存在的問題和對策研究[D];遼寧師范大學(xué);2015年

4 王長志;“K-2”學(xué)制下教學(xué)空間環(huán)境藝術(shù)設(shè)計的研究[D];四川師范大學(xué);2016年

5 曹璐;幼小銜接視角下的語言教育研究[D];信陽師范學(xué)院;2016年

6 付熙媛;幼小銜接階段家庭教育現(xiàn)狀的調(diào)查研究[D];云南師范大學(xué);2016年

7 楊靜;基于兒童視角的幼小銜接研究[D];西華師范大學(xué);2016年

8 董敏;承德市雙橋區(qū)幼小銜接問題調(diào)查與策略研究[D];河北大學(xué);2015年

9 李麗;人類發(fā)展生態(tài)學(xué)視角下的幼小銜接研究[D];貴州師范大學(xué);2015年

10 羅成;遵義市幼小銜接課程的現(xiàn)狀調(diào)查[D];貴州師范大學(xué);2016年

本文編號：2501224