幼小社会领域的课程目标衔接研究--基于《指南》社会领域目标和小学社会领域课程标准中的目标分析

A Study on the Connection of Curriculum Goals in Kindergarten-primary School Social Fields:Analysis of the Goals in Social Fields in Guideline and Goals in Currieulum Standards in Primary School Social Fields

本研究借助文本分析法,分析和论证《3-6岁儿童学习与发展指南》社会领域目标和《义务教育品德与生活课程标准(2011年版)》目标的衔接性,依据对应关系将课程目标分为“有对应关系”和“没有对应关系”两类,然后运用儿童认知发展规律和社会发展心理学相关研究成果,分析“有对应关系”各对目标中蘊含的心理要素并论证其衔接性。研究发现,目标衔接关系可分为重复、缺失、增加、提升四种情况。分析显示,小学低年段社会领域课程目标中“自尊”要求、“尊重他人”要求、“协商制定规则”要求缺失,“规则遵守”要求提升。本研究据此建议在课程目标制定和实施的过程中加强对幼小街接的关照。

Using text analysis,this study analyzed the connection of the goals in social fields in Guidelines on Learming and Development of Children Aged 3-6 and the goals in Curriculum Sandards for Ethics and Life for Compulsory Education(2011)and divided the curiculum goals into two categories:with corresponding relationship and without corresponding relationship.And applying children's cognitive development and research resuls of social development psychology,this study also analyzed the psychological elements in each pair of goals“with corresponding relationship”and their connection.The research found there are four types of goal connection relationship:repetition,absence,increase,and raise.The analysis indicates that the following curriculum goals in social fields for lower primary school grades are unreasonably absent:self-esteem,respecting others,and negotiating to make rules,while the goals of obeying rules are too high.It is suggested that more attention should be paid to the connection of kindergarten and primary school in curriculum goal stting and implementation.