大班幼儿对过渡环节认知的质性研究

A Qualitative Research on the Cognition of Transitional Activities of Children in the End Year of Kindergarten

为改变当前幼儿园过渡环节中教师主导下的“放”“管”失衡现象,将儿童观点纳入到班级建设之中,提升幼儿的主体参与感,笔者以新童年社会学为理论基础,邀请山西省L市K园一个大班的幼儿及教师参与研究,通过访谈了解幼儿对过渡环节的看法以及教师在当前过渡环节安排中的困境。同时,笔者依据扎根理论,使用Nvivo11质性分析软件对研究资料进行编码分析。结果表明,幼儿对过渡环节的看法包括概念认知、实际体验和内心期待三个方面。为了真正落实儿童意愿,教师作为主要实施者,应该转变教育思想,重视儿童声音,并积极回应幼儿的想法,优化幼儿的环节体验。

In order to change the imbalance between“release”and“management”led by teachers in the current kindergarten transi⁃tional activities,as well as to integrate children’s views into class construction and to improve children’s sense of subject participa⁃tion,based on the new childhood sociology,the author invited children in the end year of kindergarten and their teachers from K kin⁃dergarten,L City,Shanxi Province to participate in the research.Through interviews,we could learn about children’s views on the transition activities as well as teachers’difficulties in the current arrangement of transition activities.Based on the grounded theory,this study used Nvivo11 qualitative analysis software to encode and analyze the research data.The results showed that children’s views on the transition activities include three aspects:conceptual cognition,practical experience and inner expectation.In order to truly im⁃plement children’s wishes,teachers,the main implementers,should change their educational concepts,pay attention to children’s thoughts,and actively respond to children’s ideas so as to optimize their experience on the transitional activities.