期刊目錄列表-第三十八期【教育評鑑研究期刊】(114年12月出版)

臺灣與日本之幼小銜接比較分析：法制與政策觀點 [詳全文]

作者：林雍智、江佩茹

刊期：第38期
日期：2025年12月
頁碼：97-124
DOI：10.6866/JEAE

摘要：

本文從法制與政策視角探討臺灣與日本的幼小銜接。幼小銜接是指兒童從學前過渡到國民教階段的安排，此階段對兒童的學習態度、適應能力和入學準備度有深遠影響。在臺灣，幼兒園與國小分屬不同教育階段，各有法源，導致缺乏對幼小銜接的整合式法源支撐，多停留在行政指導或試辦層次，也較著重形式上的銜接。相較之下，日本的幼小銜接則有明確法制基礎。政策上，文部科學省於兩階段課綱的修訂推動銜接，並將大班到小一的2 年間定為「架橋期」，鼓勵幼兒園與小學協同建構連續性學習脈絡。日本的政策亮點包括透過課綱修訂統整共通部分，再整合各類幼兒教育課綱符應素養導向教育目標並與國家教育改革結合。儘管臺日都重視幼小銜接，但現階段仍面臨理念與法規間落差、教師間合作不足，以及家長對銜接教育的誤解等共通挑戰。本文建議臺灣可從法制面強化銜接機制，明定幼小銜接之推動機制與師資合作等責任，並設立跨階段協調平台與發展支持系統，以實現幼小銜接的目標。

關鍵詞：日本、幼小銜接、教育法規、課程綱要

Journal of Educational Administration and Evaluation, December  2025, Vol. 38

Comparative Analysis of Early Childhood Transition between Taiwan and Japan: Legal and Policy Perspectives

Author: Yung-Chih Lin, Pei-Ru Chiang

Vol.&No.: Vol. 38
Date: December 2025
Pages: 97-124
DOI: 10.6866/JEAE

Abstract:

This study examines preschool-primary school articulation in Taiwan and Japan from legal and policy perspectives. Preschool-primary articulation, the transition from early childhood education to primary education, significantly influences children’s learning attitudes, adaptability, and school readiness. In Taiwan, preschools and primary schools fall under different educational stages, resulting in a lack of clear legal framework and systemic integration for articulation. Practices often remain at the administrative guidance or pilot level, emphasizing formal rather than substantive continuity. In contrast, Japan’s approach is grounded in a clear legal foundation. The Ministry of Education, Culture, Sports, Science and Technology (MEXT) promotes articulation through revisions to two curriculum guidelines, designating a two-year “bridging period” from the final year of preschool to first grade and encouraging collaboration between preschools and primary schools to create a continuous learning trajectory. Policy highlights include integrating common curriculum elements, aligning early childhood curricula with competency-based objectives, and linking them to national educational reforms. Despite shared emphasis on articulation, both countries face challenges, including gaps between policy and practice, insufficient teacher collaboration, and parental misconceptions. This study recommends that Taiwan can enhance its articulation system by strengthening legal framework, clarify responsibilities for teacher collaboration, and establish cross-stage coordination platforms and support systems to achieve effective preschool-primary articulation.

Keywords: Japan, preschool-primary school articulation, educational laws, curriculum guidelines