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幼小衔接视域下大班科学劳动与实验探究能力培育——对标小学一年级科学课程的实践探索

Cultivating Scientific Labor and Experimental Inquiry Abilities in Senior Kindergarten from the Perspective of Kindergarten-Primary Transition: Practical Exploration Aligned with the First-Grade Primary Science Curriculum

文林艳, 邓三英

Education Study / 2026,8(7): 875-880 / 2026-07-28 18 12

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• Information:

  怀化学院教育科学学院，怀化

• Keywords:
  Kindergarten-primary transition; Senior kindergarten children; Scientific labor; Experimental inquiry; Primary school science curriculum
  幼小衔接; 大班幼儿; 科学劳动; 实验探究; 小学科学课程
• Abstract: The formal independent science curriculum for Grade 1 primary students adopts a complete pedagogical framework consisting of hypothesis formulation, hands-on experimentation, observational documentation, graphic recording, and laboratory apparatus management, which places explicit demands on young children’s sustained inquiry, autonomous operation, and self-directed organizational labor skills. Internship-based field observations conducted in senior kindergarten classrooms of a municipal kindergarten in Huaihua, alongside semi-structured interviews with lower-primary science teachers from nearby primary schools, reveal a pronounced developmental disconnect between kindergarten and primary science education. Conventional kindergarten science activities predominantly take the form of fragmented, short-duration recreational games that decouple scientific inquiry from labor practice, with a scarcity of long-term project-based inquiry activities tailored to young children’s developmental trajectories while echoing the core logic of primary science instruction. Upon school transition, most former senior kindergarten pupils exhibit persistent adaptation barriers, including disorganized experimental workflows, poor persistence during long-term observational tasks, careless disposal of experimental supplies, and incapacity to generate structured observational records. Guided by the two-way kindergarten-primary transition framework and benchmarked against the core literacy objectives of Grade 1 primary science curricula, this study proposes an operational definition of scientific labor: practice-oriented labor that integrates scientific observation, comparative experimentation, ecological maintenance, and tool administration. It encompasses plant cultivation, sorting and cleaning of experimental materials, categorized storage of apparatus, and post-experiment site sanitation — practices that simultaneously deliver scientific inquiry and labor education value, distinct from superficial classroom tidying as a mere routine management task. Drawing on planting maintenance, daily-life comparative experiments, and project-based labor-driven inquiry as core practical carriers, this one-and-ahalf- month classroom action research constructs a three-tier hierarchical activity system integrating scientific labor and experimental inquiry. Three actionable implementation pathways are elaborated: kindergarten-based curriculum reconstruction, collaborative teaching research between kindergartens and primary schools, and synergistic home-kindergarten co-education. Notably, this research centers on pre-primary competency cultivation within kindergarten settings; a holistic two-way transition system further necessitates coordinated enrollment adaptation interventions and differentiated curriculum scaffolding delivered by primary school educators to lower initial learning barriers for new Grade 1 students. Empirical outcomes demonstrate that regular labor-inquiry integrated activities progressively foster children’s foundational scientific competencies, including observational sensitivity, hands-on operational proficiency, standardized documentation, and collaborative problem-solving, thereby mitigating the competency gap in scientific learning across the kindergarten-primary boundary. This study delivers localized, replicable practical references for kindergarten science transition programming in the southwest Hunan regional context of China. 小学一年级正式开设独立科学课程，课程教学围绕猜想假设、动手实验、现象观察、图文记录、器材整理完整流程展开，对幼儿持续性探究、自主操作与劳动收纳能力提出具体要求。在怀化市某幼儿园大班实习调研，并访谈片区小学低年级教师后发现：当前幼儿园科学活动多以碎片化趣味小游戏为主，科学探究与劳动实践相互割裂，缺少对标小学科学课堂规范的长期项目式探究活动［1］。部分大班幼儿升入一年级后，普遍存在实验操作无条理、长期观察意志力不足、实验工具用完随意丢弃、不会做观察记录等适应难题［2］。本文以幼小双向衔接理念为指导，对照一年级科学课程核心素养目标，界定本研究中科学劳动为：融合科学观察、对比实验、自然养护、工具管理等探究行为的实践性劳动，包含植物养护、实验材料分装清洗、器材分类收纳、实验场地清理等兼具探究价值与劳动育人价值的实践活动，区别于单纯课堂常规整理；以种植养护、生活化对比实验、项目式劳动探究为载体开展为期一个半月的班级行动研究，构建三层梯度式科学劳动探究活动体系，从园本课程重构、园校双向教研、家园协同共育三个层面提出可落地的实施路径［3］。本研究聚焦幼儿园端开展前置能力准备，完整的幼小双向衔接仍需小学同步落实入学适应教育、降低低年级科学学习坡度作为配套支撑。实践结果表明，劳探融合的常态化活动，能够循序渐进提升幼儿观察、实操、记录、小组协作等科学基础能力，有效弥合幼小衔接阶段科学学习的能力断档，为湘西南地区幼儿园科学领域幼小衔接工作提供本土化实践参考。［4］
• DOI: 10.35534/es.0807153 (registering DOI)
• Cite: 文林艳，邓三英．幼小衔接视域下大班科学劳动与实验探究能力培育——对标小学一年级科学课程的实践探索［J］．教育研讨，2026，8（7）：875-880．