幼儿园一日生活的过渡环节是衔接幼儿生活各环节的纽带，在幼儿的身心健康发

幼儿园一日生活的过渡环节是衔接幼儿生活各环节的纽带，在幼儿的身心健康发展及生活质量方面都发挥着重要作用。幼儿园一日生活中蕴含了各种各样的教育资源，幼儿在园中通过亲身参与各项活动，积累经验，建构知识体系。过渡环节的目的是将幼儿从一种生活状态转向另一种生活状态，在教学和活动中起着承上启下、活动更替的作用。因此，对幼儿园一日生活过渡环节进行研究具有重要现实意义。<br>本研究以M园幼儿为研究对象，对一日生活过渡环节的现状和对策展开研究。主要采用了观察法和访谈法，通过分析发现，幼儿在过渡环节中极易出现等待现象，并且更多的表现为无所事事，造成了极大的时间浪费，其原因为：1.保教分离，缺乏教育目的性和计划性；2.组织形式单一，忽视幼儿兴趣和需要；3.安排过于紧凑，幼儿活动时间不足；4.活动组织与实施处于两种极端状态。针对这些现象，本研究提出四点优化对策：1.优化过渡环节结构，突出科学性和发展性；2.丰富活动内容和形式，避免幼儿消极等待；3.提升教师素养，注重过渡环节实施过程；4.借助高宽课程模型，激发幼儿参与主动性。<br><br>关键词：一日生活；过渡环节；优化对策

幼儿园一日生活的过渡环节是衔接幼儿生活各环节的纽带，在幼儿的身心健康发展及生活质量方面都发挥着重要作用。 幼儿园一日生活中蕴含了各种各样的教育资源，幼儿在园中通过亲身参与各项活动，积累经验，建构知识体系。 过渡环节的目的是将幼儿从一种生活状态转向另一种生活状态，在教学和活动中起着承上启下、活动更替的作用。 因此，对幼儿园一日生活过渡环节进行研究具有重要现实意义。<br>本研究以M园幼儿为研究对象，对一日生活过渡环节的现状和对策展开研究。 主要采用了观察法和访谈法，通过分析发现，幼儿在过渡环节中极易出现等待现象，并且更多的表现为无所事事，造成了极大的时间浪费，其原因为：1.保教分离，缺乏教育目的性和计划性；2.组织形式单一，忽视幼儿兴趣和需要；3.安排过于紧凑，幼儿活动时间不足；4.活动组织与实施处于两种极端状态。 针对这些现象，本研究提出四点优化对策：1.优化过渡环节结构，突出科学性和发展性；2.丰富活动内容和形式，避免幼儿消极等待；3.提升教师素养，注重过渡环节实施过程；4.借助高宽课程模型，激发幼儿参与主动性。<br><br>关键词：一日生活；过渡环节；优化对策

The transition of kindergarten one day life is the link between all links of children's life, and plays an important role in the physical and mental health development and quality of life of children. Kindergarten daily life contains various educational resources. Through participating in various activities, children accumulate experience and construct knowledge system in kindergarten. The purpose of the transition is to change children from one life state to another, and play a role of connecting the preceding, the next and the changing of activities in teaching and activities. Therefore, it is of great practical significance to study the transition link of kindergarten one day life.<br>This study takes m-kindergarten children as the research object, and studies the current situation and Countermeasures of one-day life transition. The main reasons are: 1. separation of education, lack of educational purpose and planning; 2. single organizational form, ignoring children's interests and needs; 3. too compact arrangement, and children's activity time is not available The organization and implementation of activities are in two extreme states. In view of these phenomena, the research puts forward four Optimization Countermeasures: 1. optimize the structure of transition links, highlight scientificity and development; 2. enrich the content and form of activities to avoid children's negative waiting; 3. Improve teachers' literacy and pay attention to the implementation process of transition links; 4. stimulate children's participation initiative by means of high and wide curriculum model.<br>Key words: one day life; transition link; optimization strategy<br>