河北省幼小衔接教育现状研究

发布时间：2019-06-17 19:54

【摘要】：幼小衔接指幼儿教育与小学教育的衔接。处于幼儿园与小学阶段的儿童处于心理发展的两个不同阶段,其心理发展的典型性特征有着本质的不同。而两个阶段的教育有着明显的差异。因此,儿童能否顺利地完成由幼儿园到小学的过度对幼儿的成长和心理发展来讲具有非常重要的作用。德国教育学家哈克教授认为儿童在幼小衔接阶段面临着六个方面的心理断层:关系人的断层、学习方式的断层、行为规范的断层、社会结构的断层、期望水平的断层、学习环境的断层。因此这一阶段的教育对于帮助孩子安全、成功地跨越这些心理断层有着重要的作用。当前有关幼小衔接的研究主要分为两个研究方向:一是,注重儿童发展的外部教育环境的研究取向,主要侧重于教育机构设置、课程设置、师资培训、家长工作等方面;二是,注重儿童心理发展本身的研究取向,侧重于儿童的入学适应的心理行为研究。但现有研究缺乏有效的入学适应的适当判断标准的建构,更多的是从经验或是感性的角度来判断幼小衔接的现状,影响了研究的质量和实践指导作用。本研究采用实证的研究方法通过对儿童的心理行为方式进行评估建构了幼小衔接现状调查问卷,具有较高的信效度。同时,通过对比学前教育教师的教学行为和小学教师的期望要求的差异,来发现河北省幼小衔接教育的现状和问题,为教师调整自己的教育教学提供参考。本研究得出的主要结论如下:1.小学教师对一年级新生期望最高的是学业适应、期望最低的是独立自主性,居于二者之间的是思维与行为常规适应。2.数据表明,幼儿园教师在教育教学中也非常注重幼儿适应小学的思维与行为常规训练,注意儿童独立自主性的培养,但儿童进入小学后却在这两个方面的表现非常差。幼儿园老师培养的幼儿心理行为品质与小学教师认为小学生应具备的心理行为品质存在着差异。从内容上看,幼儿园应尽进一步加强的教育内容是品德与行为习惯、学习习惯的培养。3.男教师对学生的思维与行为常规适应、学业适应的期望上显著高于女教师;在而独立自主性期望上,女教师对小学新生的期望高于男教师。4.农村小学教师对儿童入学心理行为的期望水平显著高于城市和城乡结合部的教师。农村幼儿园教师的教学行为重视幼小衔接教育的程度最高,城市教师的注重程度最低,城乡结合部幼儿园教师居于二者之间。5.大专学历的幼儿园教师的教学行为重视幼小衔接教育的程度和小学教师对学生入学适应心理行为水平的期望均最高,学历高的教师则表现较低。6.15年以上教龄的小学教师在三个因素上的期望水平均高于教龄较低的教师,教龄在7-10年的教师在各个因素上都处于较低的水平上。与教龄相反,职称越低的小学教师在各因素上高于职称高的教师,高级职称的小学教师对新生入学适应的心理发展水平的期望最低。7.公立幼儿园教师相对于私立幼儿园来讲,更加关注幼儿的幼小衔接教育。8.教龄在1-3年的新入职教师和教龄在10-15年的幼儿园教师在幼小衔接教育问题上的教育行为最高。15年以上教龄的幼儿园教师和7-10年教龄的幼儿园教师在三个因素上对幼小衔接教育的行为关注度最低。9.幼小衔接教育师资的安排上,幼儿园、小学都倾向于采用教师循环制,但小学还重视教学经验和教龄。10.幼小衔接教育最为薄弱的环节就是幼儿园与小学之间的沟通和联系,缺乏了这样的互通有无,直接的结果就是使两级学校的幼小衔接教育出现了断裂带。11.大多数小学、幼儿园通过开幼小衔接主题家长会和通过媒体进行过幼小衔接的宣传,但是只有约三分之一的学校持续安排幼小衔接工作沟通会。基于以上的研究结果,本研究提出了一些改进河北省幼小衔接教育工作成效的对策与建议,具体来说:第一,在幼小衔接教育内容上,幼儿园应加强幼儿思维与行为常规、独立自主性的培养;第二,加强幼儿园与小学之间的互动交流,促进两级学校幼小衔接工作的契合度;第三,做好幼儿园、小学的幼小衔接教育管理工作,促进教育成效的提升;第四,加强家校合作与沟通,促进家长在幼小衔接教育中作用的发挥;第五,借鉴国内外的先进经验,更新幼儿园教师与小学教师的教学模式,促进儿童心理行为的快速有效发展。
[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.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G619.2

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