%0 Journal Article
%T 倾听多方的声音：教师、家长与儿童对幼小衔接的认识、评价与期待<br>Multiple Voices from Teacher, Parents, and Children: Perceptions, Evaluations and Expectations of Kindergarten-Primary Transition
%A 山雨
%J Advances in Education
%P 4574-4584
%@ 2160-7303
%D 2022
%I Hans Publishing
%R 10.12677/AE.2022.1211700
%X <span style=\"font-size:14px;\">幼小衔接是近年来我国教育工作者和家长普遍关注却又没有得到很好解决的问题。从人类发展生态学的眼光出发，倾听家长、教师与儿童等多主体的声音有助于解决幼小衔接发展过程中的实践难点，并为其后续的发展提供可行方向。基于对上海一所K12学校的实地调查，对家长、教师、儿童自身等主体对于幼小衔接的认识、现状评价与未来期待进行了深度探讨，进而提出以儿童发展为导向设计和实施幼小衔接活动、搭建多元主体间的合作机制、探寻幼小衔接的“循证实践”之道等三方面的建议。</span><br />
<span style=\"font-size:14px;\">In recent, the early childhood-primary transition is an issue that has been a common concern but has not been well addressed in China. From the perspective of human development ecology, listening to the voices of multiple subjects such as parents, teachers and children can help to solve the practical difficulties in the development of childhood-primary transition. Based on a field study in a K12 school in Shanghai, the study explores the perceptions, current situation and future expectations of parents, teachers and children. Thus, it proposes three suggestions. First, designing and implementing activities with children’s development in mind. Second, build a collaborative mecha-nism among multiple actors. Third, explore evidence-based practices for childhood-primary transition.</span>
%K 幼小衔接，多主体声音，家校合作，K12学校<br>Childhood-Primary Transition
%K Multiple Voices
%K Home-School Cooperation
%K K12 Schools
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=57908