中國大陸學前教育之政策及其幼小銜接研究

本研究旨在探討中國大陸學前教育之政策及其幼小銜接研究。特別選定上海市為個案研究對象，採用質性文獻分析、半結構式訪談，輔以量化研究的抽樣問卷調查，進行資料蒐集、歸納與分析來達到研究的目的。從文獻分析瞭解中國大陸學前教育政策的歷史演變及各項政策的施行。在上海市施行幼小銜接的專項治理、零基礎和公民同招等相關政策後，為進一步了解政策對幼小銜接的影響，本研究透過抽樣問卷調查發現家長在幼小銜接的觀點與作法上，以及學童在學習適應與生活適應的面向有所改變。同時從半結構式訪談專家學者、園長、幼小教師和家長對幼小銜接的觀點中發現幼小銜接是很重要的事。對於幼小銜接的時間因需要不同，開始的時間也不同。從小班開始是站在長期的培養的觀點；從中班開始是為了養成習慣；從大班開始是因為符合兒童發展。也有園長認為從大班春季才開始銜接，對於孩童來說過於緊迫，特別是在學習質量和習慣養成的面向；站在孩童的立場，在短時間進行銜接，會讓孩童有壓力且較不能尊重其發展。對於幼小銜接學習適應的觀點和做法，從個人方面，家長希望學童從興趣出發，重視學習習慣養成，安排學童多樣的學習內容和學習的方式；從學校方面，老師、園長和學者專家希望藉由強化學習習慣和結構，改變學童的學習方式，進而培養學童自主銜接能力。對於幼小銜接生活適應的觀點和做法，在個人方面，家長多從生活上讓學童學習養成生活自理能力，培養獨立自主的自信和調理心；在學校方面，老師、園長和學者專家重視規則意識及養成紀律行為，培養學童從自我適應到形成綜合能力。研究結果建議，從政策上希望學前教育的課程能融入小學課程，幼小雙向無縫銜接；對學校的建議，幼小兩方皆能經由特色教學，建立學校特色與風格，以期做好幼小銜接；對幼小教師的建議，透過幼小教師兩方相互連結，提升教師素質；對家長的建議：從建立正確的教育觀念，全方面配合學校和老師，以期對幼小銜接能有所助益。

關鍵字

中國學前教育政策；幼小銜接；公民同招；生活適應；學習適應

並列摘要

This research aims at investigating the policy of preschool education in China and the transition between kindergarten and primary school. In addition to selecting Shanghai as case studies, the researcher use documentary analysis with semi-structured interview as qualitative method and random sampling questionnaires as quantitative method to collect, induce and analyze the datas. The researcher learns the history of policy in transition and its performance by the documentary analysis in research. After Shanghai government put special campaigns, zero basis, and egalitarian enrollment policy in practice, in order to realize the affect on the transition, the research found that the adjustment and learning situation in the transition through the viewpoints and solutions in that of parents has changed with random sampling questionnaires. At the same time, it is found that scholars, teachers, kindergarten leaders and parents realize the importance of transition. The beginning of transition is based on differerent necessities. To prepare for the transition from the stage of kindergarten minor is to cultivate adaptability in the long term; preparing from the stage of kindergarten junior is to develop habits; preparing from the stage of kindergarten senior is to correspond to the child development.A different view from the kindergaten leader thinks that preparing from the stage of kindergarten senior is too urgent for children, especially in terms of qualities and quantities of learning and development of habits. Standing in children’s shoes, it’s too brief to prepare for the transition and also make children feel pressure and less respect for development. According to the research of the viewpoints and solutions of learning adaptation in transition, most parents hope their kids learn by interests, attach importance to developments of learning habits and arrange various learning contents as well as learning methods. Teachers, kindergarten leaders and scholars wish to change kids’ learning methods by strengthen their learning habits. According to the research of the viewpoints and solutions of living adaptation in transition, most parents hope their kids cultivate their self-care ability from their daily lives and develop their confidence in independence as well as sympathy. Teachers, kindergarten leaders and scholars regard awareness of the rules and development of the disciplines as crucial. kids cultivate self-adaptability and form complex abilities. According to the results of the research, it is suggested that the courses in kindergartens should associate with elementary schools.The schools between kindergartens and elementary schools should create school features by feature curriculum.The teachers should improve the qualities of teaching by connecting teachers in kindergartens and elementary schools.And the parents should build ideas to the right and cooperate with schools and teachers.