发展适宜性实践视角下的幼小课程衔接

Exploring the Role of Curriculum in Transition from Early Years to Primary Schooling Based on the Perspective of Developmentally Appropriate Practice

学前教育领域中,幼小衔接一直是各国学前教育工作者们关注和讨论的重点。学前教育往往强调儿童中心、游戏建构,而小学教育则更侧重在教师主导、学科教学。正是学前教育与小学教育在课程和教学上所表现出的差异决定了幼小衔接的必要性和重要性。因此,有效的课程衔接更是被认为是促进幼小衔接的最重要因素。文章旨在通过分析和探讨"发展适宜性实践"理念的内涵及其核心课程观来寻求可促进有效幼小课程衔接的办法。笔者首先从年龄适宜性、个体适宜性、文化适宜性和教师教学有效性四个方面分析了"发展适应性实践"的内涵及其理念发展历程。其次,重点讨论"发展适宜性实践"的课程观,即以儿童为中心、以游戏为基础、重视教师的重要作用。进而提出和提倡小学低年级通过开展以游戏为基础、以儿童为主体的发展适应性课程来促进幼小课程衔接。

In the field of early childhood education,the importance of transition from early years to primary schooling in supporting children＇s development is a heated topic which is discussed by early years practitioners. Contrasting with the early years curriculum which is child-centered and play-based,the curriculum of primary schools is more formal,teacher-led,and subject-based. The differences of curricula between early years and primary schooling usually cause the discontinuity in transition which might pose the threat to children＇s learning disposition in this period. As a result,the curriculum is always regarded as the most important factor in supporting children＇s learning during the transition. This project aims to explore the how to smooth the curriculum transition based on the perspective of Developmentally Appropriate Practice（ DAP）. Firstly,the author analyses the meaning and development of DAP through four core elements. Next,discussing the curriculum view of DAP,which emphases child-center,play pedagogy,and the role of teacher. Finally,the author stresses that implementing a child-centered and play-based curriculum in primary schools might be an effective method to smooth the process of transition.