幼小衔接视域下阅读教学活动的困境剖析与应对策略研究

Research on the Dilemma Analysis and Coping Strategies of Reading Instruction Activities from the Perspective of Kindergarten-Primary School Transition

摘要: 幼小衔接是儿童从幼儿园向小学教育顺利过渡的关键阶段，直接影响儿童身心发展的连续性与稳定性。阅读教学作为幼小衔接的核心教学内容，其实施效果关乎儿童语言能力、认知能力的发展与学习兴趣的培养，是助力儿童实现教育阶段平稳过渡的重要载体。当前幼小衔接阶段的阅读教学活动受教育理念、教学实践、家校协同及评价机制等多方面因素的制约，仍存在诸多现实困境。本文以建构主义理论、生态系统理论为理论基础，立足于幼小衔接视域，系统剖析阅读教学活动在内容、方法、家庭配合及评价机制等方面的现存问题，结合儿童心理发展特点提出针对性应对策略，以期为幼小衔接阅读教学的实践改革提供理论参考与实践路径，同时丰富幼小衔接教育领域的相关研究成果。

Abstract: The transition from kindergarten to primary school is a critical stage for children to smoothly move from preschool to formal education, directly affecting the continuity and stability of their physical and mental development. As a core component of this transition, the effectiveness of reading instruction is crucial for the development of children’s language and cognitive abilities, as well as the cultivation of their interest in learning. It serves as a vital vehicle for facilitating a smooth educational transition. Currently, reading instruction during this transition period is constrained by multiple factors, including educational philosophies, teaching practices, home-school collaboration, and evaluation mechanisms, resulting in numerous practical dilemmas. Grounded in Constructivism and Ecological Systems Theory, this paper systematically analyzes existing problems in the content, methods, family cooperation, and evaluation mechanisms of reading instruction activities from the perspective of kindergarten-primary school transition. Combining these insights with the characteristics of children’s psychological development, the study proposes targeted coping strategies. This research aims to provide theoretical references and practical pathways for the reform of reading instruction during the kindergarten-primary school transition, while also enriching relevant research outcomes in the field of early childhood education.