摘要
二战后,"幼小衔接"问题便受到日本教育界的高度重视,更是21世纪后日本教育改革的重点。在这样的背景下,日本各界对此一问题进行了深入探讨。因此,本文将在系统阐述相关认识发生背景的基础上,对其内容进行具体阐析,如"幼小段差"等问题。而在此些认识的指引下,日本教育界积极确立幼小衔接的实践原则,构建幼小衔接实践的内部与外部支持。所有这些,无疑可以为本土幼小衔接认识及实践的未来发展提供指引。
After the second world war, the issue of ＂school readiness＂ has made Japanese attach great importance to education, and become the focus of the Japanese education reform after the 21 st century. In this context, Japanese has carried on the deep discussion toward this issue. Therefore, on the basis of the analysis of the related background, this article will expound its content, such as＂ school readiness＂. Under the guidance of these understanding, Japanese education actively establishes the working principle, constructing the internal and external support of school readiness practice. It would guide the development of local practice.
出处
《外国中小学教育》
CSSCI
北大核心
2016年第12期39-45,共7页
Primary & Secondary Schooling Abroad
基金
国家社会科学基金2014年度教育学青年课题(CEA140168)
北京师范大学教育学部学生科研基金项目(15-03-07)的研究成果
关键词
日本
幼小衔接
主体性
Japan
school readiness
subjectivity
作者简介
崔春龙／北京师范大学教育学部博士研究生（北京100875）甘泉／日本鸣门教育大学教育研究科研究生（鸣门7720051）
