芬兰国家核心课程中的幼小衔接:理念、路径与启示

Transitions from Pre-primary Education to Primary Education in Finnish National Core Curriculum:Concepts,Paths and Enlightenment

幼儿园与小学的课程教学是否具有连续性是幼小衔接中的关键议题。通过比较芬兰的《2014学前教育国家核心课程》与《2014基础教育国家核心课程》发现,芬兰学前教育与小学低年级教育在课程教学设计上表现出一定的连续性与进阶性。两个学段均以发展学生的跨学科素养为目标,并将其作为课程教学设计的中心。随着儿童从学前教育阶段过渡到小学教育阶段,课程内容组织从“学习模块”逐渐细化为“学科领城”,但在教与学的方式上仍然延续儿童在学前教育阶段熟悉的整合教学法。此外,芬兰还通过学前教育向小学教育传递与共享儿童的评价信息促进幼小双方合作。芬兰国家核心课程中的幼小衔接理念与路径可以为我国进一步完善幼小衔接的课程政策与实践行动提供一定参考经验。

The continuity of curriculum and instruction is the key issue of children's transitions from early childhood education and care to primary education.By comparing"National Core Curriculum for Pre-primary Education 2014"and"National Core Curriculum for Basic Education 2014"published by Finnish National Board of Education,it is found the design of curriculum and instruction in the two stages shows a certain degree of continuity and progression.Both pre-primary education and primary education regard fostering students'transversal competences which are the center of curriculum and instruction design as educational goals.According to the characteristics of cognition levels in different stages,the organization of curriculum content is gradually refined from"learning modules"to"subjects".However,the integrated instruction that children familiar with in pre-primary education is still remained in primary education.Additionally,it also advised pre-primary education staffs share assessment information about children with primary education staffs to promote the cooperation between the two communities.The concepts and paths of transitions from pre-primary education to primary education in Finnish National Core Curriculum can provide some experience on revising curriculum policy and improving the classroom practice for China.