體驗區

免費試讀請先加入會員並下載瀏覽軟體

詳目顯示
        閱讀
篇名 日本幼小衔接课程的实践路径、成效及经验
並列篇名 Pathways, Effectiveness and Experiences of Japanese Early Childhood and Elementary School Bridging Programs
作者 任丹萍(REN Danping) 、赵慧君(ZHAO Huijun)
中文摘要 日本在纠正了20世纪幼小衔接课程探索时期的“幼儿园课程向小学看齐”和“小学课程向幼儿园看齐”两个极端倾向后进入平稳发展阶段。21世纪以来,为解决“小一问题”的频发,再加之终身教育思潮的涌进,促使日本加快前进步伐,逐步形成了以培养持续学习能力为理念,以幼小课程整合为重点,以资质与能力为导向的日本幼小衔接课程体系。在衔接“规模”“层次”和“小一问题改善”等方面取得显著成效。日本幼小衔接课程坚持以儿童为中心,努力走出知识取向衔接的误区,将未来社会所需的儿童资质与能力巧妙融入衔接课程的教学计划中,加强幼小交流互动,彰显其双向性与连续性。
英文摘要 After correcting the extreme tendencies of "primary schooling of kindergarten curriculum" and "kindergartenization of primary school curriculum" during the early childhood curriculum exploration period in the last century, Japan has entered a stable development stage. In order to solve the "First Year Problems of Primary School" and to comply with the influx of ideas on lifelong education, Japan has accelerated the pace of development and gradually formed a Japanese early childhood curriculum that is centred on the development of young childrn's ability to continue learning, focusing on the integration of the early childhood curriculum and oriented towards qualifications and competencies. Japan has achieved remarkable results in terms of 'scale', 'leve' and 'improvement of the First Year Problems'. The Japanese bridging curriculum is child-centred and strives to break away from the misconception of knowledge-based bridging by subtly incorporating the qualifications and abilities required by the future society into the teaching programme, strengthen the interaction between kindergarten and primary school, highlighting its bidirectionality and continuity.
頁次 104-112
關鍵詞 幼小衔接 小一问题 资质与能力 the transition from kindergarten to primary school first year problems of primary school quality and ability CSSCI
卷期 44:5
日期 202205
刊名 比較教育研究
出版單位 北京師範大學/研究所
DOI 10.20013/j.cnki.ICE.2022.05.12