2021年3月教育部出台了《关于大力推进幼儿园与小学科学衔接的指导意见》，随后各省市也制定了幼儿园与小学科学衔接的具体实施方案。至2023年初，《指导意见》出台两年，各省在幼小衔接政策执行方面都有不同程度的探索。本研究旨在探讨幼小衔接政策的基层执行者（包括执行机构和个体），是如何阐释并执行幼小衔接政策的，并在此基础上探究政策执行过程的问题及影响因素。

本研究采取个案研究法，按照典型性、代表性和信息充分性的原则，选取浙江省Y区的幼小衔接政策执行过程作为个案。本研究运用文本分析法研究各级幼小衔接政策的文本内容，以访谈法、实物搜集法和观察法对浙江省Y区的幼小衔接政策执行过程进行资料搜集，并分析浙江省Y区在幼小衔接政策执行过程中的问题及影响因素。

研究发现，Y区的各方政策执行者在幼小衔接政策执行中均承担了不同的任务，但在执行过程中出现了以下问题：第一，Y区幼小衔接政策执行两大主体机构出现责任偏差，衔接任务偏向幼儿园；第二，幼小衔接政策执行机构落空，衔接任务由家长个体承担；第三，各方政策执行者对政策内容认知有限，政策执行意识较弱；第四，小学教师面临因政策冲突和生间差异加大带来的教学困境；第五，幼儿园与小学教师的双向衔接渠道未打通，教师之间存在壁垒，缺少衔接共识。

基于斯皮尔兰的政策认知框架，本研究从政策信号、个体执行者和执行情境三个方面分析了影响幼小衔接政策执行过程的因素：首先，政策文本作为指导政策执行的官方话语，政策中的注意力分布、政策工具的使用是地方教育行政部门在政策执行过程中的重要参考信息，而政策与现实的适切性，则是影响政策执行主体间共识建立的重要因素。其次，个体执行者之间的差异和共识对政策执行过程的影响主要体现在不同学段教师对双向衔接的政策要求缺少共识、家长之间因经历、能力、价值观等个体因素差异通过教育选择扩散至教育差异、家长、教师普遍对幼儿园的教育功能存在认知偏差。再次，政策执行者的执行行为受到制度和环境的双重影响，教育制度和社会传统观念成为个体执行者面临困境的原因之一，幼儿园与小学空间环境的衔接性受到的关注不足则是影响政策执行者政策阐释与执行的环境因素。

最后，在分析Y区幼小衔接政策执行的基础上，本研究提出以下建议：第一，增强政策文本的可执行性；第二，促进各学段教师沟通与合作，凝聚政策共识；第三，加强政策解读与宣传，推进家－校－园三方合作；第四，强化幼儿园教育功能，推动教育观念转变；第五，创设兼容的政策环境，减少政策执行阻力；第六，关注小学低年级空间变革，加强幼小空间环境衔接。

In March 2021, China's Ministry of Education issued the Guiding Opinions on Vigorously Promoting the Science Connection between Kindergarten and Primary School, followed by specific implementation plans for the science connection between kindergarten and primary school in various provinces and municipalities. As of early 2023, two years after the Guidance was issued, all provinces have explored the implementation of kindergarten-primary school articulation policies to varying degrees. The purpose of this study is to explore how the grassroots implementers of the policy interpret and implement the policy, and on this basis, to explore the problems and influencing factors of the policy implementation process.

This study adopts a case study approach and selects the implementation process of school readiness policy in Y district of Zhejiang province as a case study according to the principles of typicality, representativeness, and adequacy of information. This study used textual analysis to study the textual content of school readiness policy at all levels, and interview, physical collection, and observation methods to collect data on the implementation process of school readiness policy in Y District, Zhejiang Province, and to analyze the problems and influencing factors in the implementation process of school readiness in Y District, Zhejiang Province.

The study found that all policy implementers in District Y had different tasks in the implementation of school readiness policy,but the following problems emerged in the implementation process: first, the responsibility of the two main institutions in the implementation of school readiness policy in District Y was deviated, and the task of articulation was biased toward kindergartens; second, the executive body of school readiness policy fell short, and the task of articulation was undertaken by individual parents; third, all policy implementers had limited knowledge of the policy content, and the awareness of policy implementation was low. Fourth, elementary school teachers face teaching dilemmas caused by conflicting policies and increasing differences between students; Fifth, the two-way articulation channel between kindergarten and elementary school teachers is not open, and there are barriers between teachers and lack of articulation consensus.

Based on Spillane's policy cognitive framework, this study analyzed the factors affecting the implementation process of school readiness policy from three aspects: first, the policy text as the official discourse guiding the policy implementation, the distribution of attention in the policy, and the use of policy tools are important reference information for the local education administration in the policy implementation process, while the appropriateness of the policy to reality is an important factor that affects the establishment of consensus among policy implementation subjects. Secondly, the differences and consensus among individual implementers affect the policy implementation process mainly because of the lack of consensus among teachers of different levels of education on the policy requirements of two-way articulation, the differences among parents due to individual factors such as experience, ability, and values that spread to educational differences through educational choices, and the general cognitive bias of parents and teachers on the educational functions of kindergartens. Again, the implementation behavior of policy implementers is influenced by both the system and the environment. The education system and traditional social perceptions are one of the reasons for the dilemma faced by individual implementers, and the lack of attention to the spatial interface between kindergarten and elementary school is an environmental factor that affects the policy interpretation and implementation of policy implementers.

Finally, on the basis of analyzing the implementation of school readiness policy in Y district, his study makes the following recommendations: First, to enhance the enforceability of the policy text; Second, to promote communication and cooperation among teachers of all school levels to gather policy consensus; Third, to strengthen policy interpretation and propaganda, and to promote the tripartite cooperation between home, school, and school; fourth, to strengthen the educational function of kindergarten; Fourth, strengthen the function of kindergarten education and promote the change of educational concept; Fifth, create a compatible policy environment and reduce the resistance to policy implementation; Sixth, pay attention to the spatial changes in the lower grades of elementary school and strengthen the spatial environment interface between kindergarten and elementary school.