Research on Project-Based Learning for Kindergarten-Primary School Transition Based on Children’s Standpoint

幼小衔接是儿童成长与发展必经的一个生命历程，是长期以来备受关注的社会问题。又是教育高质量建设的重要方面。2021年教育部发布了《关于大力推进幼儿园与小学科学衔接的指导意见》，2024年我国颁布了《中华人民共和国学前教育法》，这表明无论是政策的引领与实践研究还是实践探索，幼小衔接都取得了一定的成效。但在目前的实践模式里，儿童更多是幼小衔接过程中的行动者。在前端的顶层设计中，儿童作为主动学习者的意味没有被充分地重视。项目式学习为落实儿童主体性贯穿幼小衔接全过程提供了创新路径，其独特的活动设计机制、自主决策空间和反思评价体系，为衔接过程的优化创造了新的实践可能性。Kindergarten-primary school transition is a life course that children must go through in their growth and development, and it has been a social issue that has received much attention for a long time. It is also an important aspect of high-quality education construction. In 2021, the Ministry of Education issued the “Guiding Opinions on Vigorously Promoting the Scientific Transition between Kindergartens and Primary Schools”, and in 2024, my country promulgated the “Preschool Education Law of the People’s Republic of China”, which shows that whether it is policy guidance and practical research or practical exploration, the transition between kindergarten and primary school has achieved certain results. However, in the current practice model, children are more actors in the process of kindergarten-primary school transition. In the top-level design of the front end, the meaning of children as active learners has not been fully valued. Project-based learning provides an innovative path for implementing children’s subjectivity throughout the entire process of kindergarten-primary school transition. Its unique activity design mechanism, independent decision-making space and reflection and evaluation system have created new practical possibilities for the optimization of the transition process.