幼小衔接视角下大班幼儿对小学的入学期待——基于福州市两所幼儿园大班幼儿的质性研究分析

Expectations of Kindergarten Senior Class Regarding Primary School Admission from the Perspective of Kindergarten-to-Primary Transition—A Qualitative Study Analysis of Preschoolers in Two Kindergartens in Fuzhou City

摘要: 基于福州市两所幼儿园大班所开展的幼小衔接活动，采用作品分析法和访谈法来了解大班幼儿对小学的入学期待情况。通过收集145份绘画作品和访谈10位幼儿，深度分析大班幼儿关于小学环境期待、生活期待、学习期待、娱乐与规则、入学担忧和教师期待等维度关注的内容，整理总结出幼小衔接阶段促进入学适应的教学策略。幼儿园和小学可以从创设相似环境、调整作息安排、丰富教学内容和方法、培养良好规则意识，以及构建良性的人际关系等方面共同形成双向互动衔接，帮助幼儿尽早形成入学适应。

Abstract: This study investigates the expectations for primary school admission among senior kindergarten students based on transition activities conducted in two kindergartens in Fuzhou City. Utilizing artwork analysis and interviews as research methods, a total of 145 artworks and interviews with 10 preschoolers were collected. The analysis focused on various dimensions including environmental expectations, life expectations, learning expectations, entertainment and rules, concerns about admission, and teacher expectations. From these findings, teaching strategies to enhance primary school readiness were developed. By creating similar environments, adjusting schedules, enriching teaching content and methodologies, fostering rule awareness, and building positive interpersonal relationships between preschools and primary schools can establish an effective two-way interactive linkage that promotes early development of primary school readiness among preschoolers.