每个生命个体会从家庭环境启程，迈入一个向不同成长阶段、成长环境衔接与适应的 征程。其中，“幼小衔接”是活跃于教育舞台已久的教育主题，各国研究者在探索其“生态 学现象”的本质、核心任务、人员角色等方面做了大量研究，并普遍认为“幼小衔接”具有 “更新儿童衔接期心理诉求、主观体验甚至是困惑等知识形态”的重要意义。大量实践表 明，国家教育行政组织衔接、教学组织与课程规划衔接、师资聘用与培训衔接情况若良好， 那么包括特殊需要儿童在内的受教育主体能够从该过渡阶段受益。反之，国家教育系统组 织及组织规划衔接若有障碍，那么往往会出现父母焦虑、儿童心理压力、超前教育甚至是 盲目报班等现象，总是让人对幼小衔接“雾里看花”、无从着手。国内，视障儿童的融合教 育经验较为丰富，然而融合教育环境中，重度视觉障碍学生的“幼小衔接”初级知识形态 尚未形成，亟待深度的实证分析。 本研究选取毕业于北京市 S 区普通学前教育机构的盲童作为个案，用叙事研究的方法 呈现一个完整的幼小衔接工作发展过程，以期探析影响视障儿童幼小衔接实践的本质原因。 此融合教育环境下的幼小衔接实践接受了来自非政府组织和政府组织的支持服务，同时也 联系到不同层次环境系统中的资源。不仅涉及到生态系统中的重要微观系统要素，还关乎 家庭和儿童的准备与调整策略，并且包括家、校、机构之间围绕管理和合作等变量开展的 实践活动。因此，本研究以生态系统理论与组织理论结合而成的生态-组织理论为概念框架， 按照时间顺序，收集大班最后一学期、暑期、小学第一个月、小学第二个月至期末四个阶 段发生的故事，进而逐步探究影响学生适应进程的源头。首先，研究者需要了解个案早期 教育情况，确定对案例进行研究的价值。其次，研究者从个案大班最后一学期开始，进入 其学习、生活场所开展追踪研究，并对教育个案的相关教师、家长、管理者、专家等开展 访谈，了解他们在幼小衔接的不同阶段相互连接的方式、所做的实践、秉持的态度与问题 解决的策略等，呈现这些事件发展的动态，进而揭示影响视障儿童幼小衔接的本质原因。 通过分析，本研究得出影响盲童幼小衔接工作取得成功的要素包括：（1）动力之源： 儿童与家庭的融合转衔动机强烈。作为自身因素与早期教育经验共同作用下的结果、家庭 自身因素与其丰富的早期教育经验的必然结果，粤粤及其家庭接受融合教育的动机强烈。 （2）动力之翼：“连续的支持项目”这一“连续的中介链”和“波折中上升的关系”犹如 双翼一般，助推着儿童和家庭的融合教育动机的增强与实现。首先，非政府组织与专业人 士之间的协作，是推动本研究幼小衔接实践的最坚实的体制外力量，连续的资源支持项目 伴随这一历程的始终。其次，家校关系的发展状况为幼小衔接实践的前行提供了努力的方 向。（3）动力之本：行政管理基础。首先，区级行政合作的管理基础是促使校级管理者能 否对盲童的融合教育持开放态度的关键。其次，幼小衔接过程中面临的关键问题，仍是通 过管理者间沟通生成新的管理协议、策略等途径得以解决，进而从根本上使支持项目的灵 活延续、家校关系的成长成为可能。 最后，本研究对幼小衔接成效指标与幼小衔接的内涵进行了反思，提出家长应继续发 挥主观能动作用，校级管理者与资源中心灵活协调实施随班就读的支持政策，有效运用社 会支持，不断完善区级和跨区域转衔管理相关的行政协调机制，落实最新政策，科学看待 幼小衔接的成功等建议，以期能充实幼小衔接理论，推动融合教育实践的发展。

Every unique life grows from the family environment and starts a journey of the transition and adaption to different growth stages as a social life. Among the growth stages, the education topic "kindergarten-primary school transition" has been hotly debated for a long time. Researchers have done plenty of studies on its "ecology phenomenon" essence, core task, and group members’ roles. It is widely agreed that Kindergarten-Primary School Transition has a great significance on "updating the knowledge of children psychological demands, their subjective experience and even confusion. There are connections among state education administrative organizations, teaching organizations and course planning, teacher employment and training. Affected by the state situation, if connections above get along well with one another, students including those with special needs can benefit from this transition stage. On the contrary, parents' anxiety, children's psychological pressure, advanced education, and even“the blind to class” phenomena, could give rise to confusion and misunderstandings regarding the transition. In China, the inclusive education experience on students with visual impairment is relatively abundant, but the primary inclusive education "kindergarten-primary school transition" theory on students with severe visual impairment has not been formed yet. Therefore, a deep empirical analysis is urgently needed. This study selected a blind child graduated from Beijing regular preschool education institution as the single case, used the narrative research method to present the whole transition process, in order to analyze the essential reasons which influence the whole transition case. This case received support from both nongovernment and government organizations, and had a connection with resource elements from different environmental system levels. Not only the vital microscopic system elements of the ecological system are involved, but also the family and children’s readiness and adjust strategies, as well as the activities around the management and cooperation carried out by the school, family and organization are included. Therefore, this study used ecology-organization theory as the conceptual framework. This framework is the combination of ecology system theory and organization theory. According to the time sequence, we collected four stages of resources: the last semester of preschool, the summer holiday period, the first month of elementary school, the second month to the end the first school semester. Then we explored the essential cause for the readiness process. At first, the researcher needed to understand child’s early education situation and determined the value of the case study. Second, from the last term of preschool, the researcher entered into child’s studying and living environment to do a tracking survey, interviewed teachers, parents, managers and experts to understand their interconnecting ways, transition practices, attitude and problem-solving strategies, etc. Revealing the dynamic development can help us infer the essential reason for influencing the transition process. Based on the analysis of the factors, we concluded following results: (1) Origin of the motivation: the child and family’s inclusive education transition motivation is strong. As a positive result of personal factors and their early education experience, the child and family had an intensive motivation to receive the inclusive education. (2) Wings of the motivation: one is the "continuous support project", which can be called as "continuous mediation chain" . Another one is "relationship" rising through the twists and turns. The two factors above are like wings, boosting child and family reached their goals. First of all, Organization and professionals is the most solid force outside system, and the support project gathered these resources and provided support throughout the whole process. Secondly, the family-school relationship provided the direction for the development. (3) Source of the motivation: administrative management foundation. First of all, the district administrative cooperation basis is the key to enable school-level managers to be open to blind children's inclusive education. Second, managers’ communication could generate new management protocols and strategies to solve key problems, so that the support project and the family-school relationship could keep living. Finally, according to the findings above, this research reflected the "kindergarten-primary school transition" connotation and outcome indicators. Further suggestions were put forward: Parents should continue to play their subjective dynamic role. School managers and special education resource centers should coordinate support policies flexibly, and take advantage of social support effectively. Besides, the latest policies should be carried out and a scientific view of the transition success should be applied, so as to enrich kindergarten-primary school transition theory and promote the development of inclusive education practice.