(1) Kindergartens should make good preparations for admission. Kindergartens should implement the "Guide to Learning and Development for Children Aged 3-6" and the "Guidelines for Kindergarten Education" to promote the comprehensive and harmonious development of children's body and mind, prepare for the basic quality of admission, and lay a solid foundation for lifelong development.
It is necessary to further guide teachers to establish the concept of scientific connection, and large classes should help children prepare for life, society and study in the next semester, and establish positive expectations and yearning for primary school life. It is necessary to prevent and correct the wrong practice of simply moving the environment, educational content and educational methods of primary schools to kindergartens.
(2) Implementing primary school entrance education. Primary schools should strengthen the awareness of connection, take school adaptation education as an important task to deepen the teaching reform of compulsory education courses, and bring it into the first-grade education and teaching plan to realize the connection between education and teaching methods and kindergarten education. The state revised the curriculum standard of compulsory education, adjusted the curriculum arrangement of the first grade, rationally arranged the content gradient, and slowed down the teaching progress.
Primary schools set the first semester of senior one as the school adaptation period, focusing on the implementation of school adaptation education. Mainly use local courses, school courses and comprehensive practical activities to organize school adaptation activities to ensure the class schedule.
To reform the teaching methods of first-grade education, the national curriculum mainly adopts the methods of gamification, life and integration, and strengthens children's inquiry and experiential learning. It is necessary to effectively change the phenomenon of neglecting children's physical and mental characteristics and acceptance, and resolutely correct the wrong practices of exceeding the standard teaching and blindly catching up with the progress.
(3) Establish a joint teaching and research system. Teaching and research departments at all levels should take child cohesion as an important part of teaching and research work, incorporate it into the annual teaching and research plan, and promote the establishment of a joint teaching and research system with interconnection and content integration between children and primary schools. Teaching and research personnel should go deep into kindergartens and primary schools, determine research topics according to actual needs, guide kindergartens (schools) to carry out regional teaching and research activities, and summarize and promote good practices and experiences.
Encourage primary schools and kindergartens in the school district to establish learning communities, strengthen teachers' research and exchanges in children's development, curriculum, teaching and management, and timely solve outstanding problems in school preparation and school adaptation practice.
(4) Improve the co-education mechanism between home and school. Kindergartens and primary schools should take parents as important partners, establish an effective home-school cooperation and communication mechanism, and guide parents to actively cooperate with kindergartens and primary schools to do a good job of convergence.
It is necessary to know parents' confused problems and suggestions about school preparation and school adaptation in time, actively publicize the relevant national and local policy requirements, publicize and display the scientific concept and practice of two-way connection between the old and the young, help parents understand the harm of excessively strengthening knowledge preparation and learning the content of primary school curriculum in advance, relieve parents' pressure and anxiety, create a good family education atmosphere, and actively cooperate with kindergartens and primary schools to do a good job of connection.
(5) Strengthen comprehensive management. Education departments at all levels should, jointly with relevant departments, continue to intensify efforts to deal with violations of the education law by off-campus training institutions, primary schools and kindergartens, and carry out special treatment. To implement the relevant provisions of the state, off-campus training institutions shall not illegally train preschool children.
Primary schools strictly implement exemption from exams and enter schools nearby. It is strictly forbidden to take all kinds of examinations, competitions, training results or certificates as the basis for enrollment, and insist on teaching at zero starting point according to the curriculum standards. Kindergarten meets the needs, and primary schools may not run preschool classes.
Kindergartens are not allowed to teach the contents of primary school courses in advance, to assign homework such as reading, writing and calculation, and to set up preschool classes. Kindergartens should know the reason and destination in time and report to the local education department.
According to relevant clues, the education department should severely investigate and blacklist the off-campus training institutions that receive illegal training for preschool children, incorporate the blacklisted information into the national credit information sharing platform, and implement joint punishment in accordance with relevant regulations. For kindergartens and primary schools that run schools in serious violation of regulations, the principals, directors and related teachers should be held accountable.