全球教育展望

幼儿园与小学衔接一直是社会殷切关心的教育话题，相关衔接实践也从未停歇。然而，现有衔接工作存在三重误区：过于侧重幼儿园对小学的单向衔接而忽视双向衔接；过于侧重行为形式上的衔接而忽视心理与社会性上的衔接；过于侧重行政措施上的衔接而忽视回到儿童学习的衔接，因此难以彻底解决儿童在过渡中所面临的社会关系、学习方式、行为规范与期望水平方面的“断层”问题。为有效解决这些问题，我国教育部发布的《义务教育课程方案和课程标准(2022年版)》强调了幼小衔接的重要性，呼应了从课程教学入手推进衔接的国际趋势。新方案新标准明确将入学适应教育作为小学低年级的主要任务，并从目标、内容、实施与评价等课程核心要素提出幼小衔接的具体要求，为教育工作者探索通过课程教学的设计与实施支持儿童过渡提供了方向性指导。

Transitions from early childhood to primary education have always been a topic of great interest to society. And the transition practice has never ceased. However, there are three misconceptions in the transition practice: focusing too much on kindergartens' one-way articulation to primary schools instead of two-way articulation; focusing too much on the behavioral aspect instead of psychological and social aspects, and focusing too much on administrative measures instead of children's learning. The existing transition practice cannot address the “discontinuity” problems in social relationships, learning approaches, behavioral norms, and expectation levels children face during transition. To effectively address these problems, “Curriculum Program and Standards of Compulsory Education(2022)” released by the Ministry of Education emphasizes the importance of transitions from early childhood education to primary education. This concept echoes the international trend of promoting transition through curriculum and instruction. The policy explicitly regards pupils' school adaptation as a major task in the early primary grades. Additionally, it puts forward specific requirements for transitions in terms of curriculum goals, content, implementation, and evaluation, providing directional guidance for educators to support children's transitions through the design and implementation of curriculum and instruction.