“双减”背景下幼儿园“去小学化”与“幼小衔接”的有效探索

Effective Exploration on Kindergarten’s “De-primary” and “Transition from Kindergarten to Primary School” under the Background of “Double Reduction” Policy

在“双减”政策实施背景下,如何平衡学前教育“幼小衔接”和“去小学化”引发了社会的广泛关注和思考。结合现状,对学前教育“小学化”何“去”何“从”进行研究分析,探寻“小学化”过程中存在的教学内容超纲、授课模式单一、评价体系缺陷问题,并从情绪适应、行为习惯、社会交往、学习习惯等方面提出有关的建议。同时,从课程设置与家园协作两个维度探究如何通过加强“幼小衔接”实现“去小学化”目标。在结合幼儿身心发展水平和年龄特点的基础上,充分发挥“家”“园”独特优势,并利用相关资源帮助幼儿高效完成幼小衔接。

Under the background of the “double reduction” policy, how to balance the “transition from kindergarten to primary school” and “de-primary” of preschool education has aroused widespread concern and thinking in the society. Combined with the current situation, this paper studies and analyzes the “primary school-oriented” of preschool education, explores the problems of teaching content exceeding the outline, single teaching mode and evaluation system defect in the process of “primary school-oriented”, and puts forward relevant suggestions from the aspects of emotional adaptation, behavior habit, social interaction and learning habits. At the same time, this paper explores how to achieve the goal of “de-primary” by improving the “transition from kindergarten to primary school” from two dimensions of curriculum setting and home-school collaboration. On the basis of combining children’s physical and mental development level and age characteristics, it is necessary to give full play to the unique advantages of “home” and “school”, and use relevant resources to help children effectively complete the “transition from kindergarten to primary school”.