復(fù)雜系統(tǒng)觀下幼小銜接問(wèn)題的本質(zhì)探究——以一個(gè)澳大利亞華人孩子的游戲活動(dòng)變化為例

摘要： 幼小銜接是兒童成長(zhǎng)中的關(guān)鍵期。每個(gè)兒童因其所在環(huán)境以及與環(huán)境間關(guān)系的不同,其幼小銜接必有其獨(dú)特性,要真正幫助兒童解決幼小銜接問(wèn)題,需要究其根源。本研究借鑒生態(tài)系統(tǒng)理論和社會(huì)歷史理論,建立起有關(guān)兒童學(xué)習(xí)與發(fā)展的復(fù)雜系統(tǒng)觀,對(duì)一位澳大利亞華人孩子在幼小銜接期遇到的游戲活動(dòng)變化問(wèn)題進(jìn)行分析,結(jié)果發(fā)現(xiàn)幼小銜接問(wèn)題往往沒(méi)有表面看起來(lái)那么簡(jiǎn)單,它通常源于兒童和其他利益相關(guān)者所在各微觀系統(tǒng)之間或各微觀系統(tǒng)內(nèi)部不同因素之間的差異碰撞,這些碰撞是否上升為沖突,又取決于利益相關(guān)者所在系統(tǒng)特點(diǎn)、過(guò)往經(jīng)歷、性格、需要、興趣等多方面主客觀因素的交互作用。因此,看似相同的幼小銜接問(wèn)題可能蘊(yùn)藏著來(lái)自不同利益相關(guān)者的不同沖突及其對(duì)沖突的不同處理方式,從而影響問(wèn)題性質(zhì)和兒童學(xué)習(xí)與發(fā)展軌跡。這對(duì)幼小銜接期兒童學(xué)習(xí)和發(fā)展的研究及教育實(shí)踐具有以下重要啟示:首先應(yīng)重視建立兒童在該時(shí)期所處各主要生活場(chǎng)所間的密切聯(lián)系,盡可能多地收集兒童在各主要生活場(chǎng)所中的學(xué)習(xí)與發(fā)展信息,完整地構(gòu)建兒童在幼小銜接期所處的系統(tǒng)變化,據(jù)此分析和確定兒童遇到的具體問(wèn)題,然后聯(lián)合各主要生活場(chǎng)所的力量,運(yùn)用各主要生活場(chǎng)所的資源,共同解決問(wèn)題,從而幫助兒童更好地度過(guò)幼小銜接期。
Transition to primary school is a critical period in children 's life, and child learning and development in this period is a hot research field. Among current studies, much attention has been paid to the transition problems on the surface, trying to find the superficial explanations to these problems which could be applied to all the children. However, since different children are situated in different environment and have different relations with their environment, they experience different transition processes. Therefore, the transition problems different children encounter must have different deep roots no matter how similar they look like on the surface. In this sense, in order to help solve children's transition problems, their deep roots should be investigated. Drawing upon Bronfenbrenner 's ecological theory and Vygotsky's cultural-historical theory, this paper builds a complex system framework, based on which the paper deeply analyses the problem concerning the change of the play activities in which our main research participant Kevin participated during his transition to school. The paper finds that the roots of transition problems are far more complex than their appearance. The problems are normally originated from different conflicts due to the differences between micro-systems in which the child and other stakeholders are situated as well as between factors within each micro-system. Meanwhile, whether the differences would lead to the conflicts of a particular stakeholder depends on the nature of the system he/she is in, his/her previous experiences, personality, demands, interests, and other relevant objective and subjective factors as a whole. In this sense, under the surface of one particular transition problem, there might be different conflicts of different stakeholders and different solutions to the conflicts, thereby influencing the nature of the problem and the child's learning and development trajectory. This paper breaks the current research status of mainly focusing on the superficial problems of children 's transition to school, makes a first trial to exploring the general laws of children 's transition to school, and provides suitable research approaches which could be used by researchers.