Paper Keywords: early childhood education, primary education convergence
First of all, understand the relationship between kindergarten education and primary education.
2 1 century, the development of human society has entered the information age, and the social economy has also entered the era of knowledge economy. The corresponding educational development presents the characteristics of the times, such as universal education, lifelong education and personality education, and scientific early education has attracted more and more attention and expectation from the society.
First, preschool education is an integral part of basic education and the basic stage of school education and lifelong education in China. Therefore, it is reasonable and inevitable to bring preschool education into the basic education system. It has its own significance and value. Early childhood education and primary education have their own characteristics, but their transition is a natural and continuous educational process. In the basic education system, it is very necessary to study the relationship between preschool education and primary education.
Second, preschool education and primary education are two adjacent stages of education, which are both related and different. They have great differences in educational objectives, educational methods, environmental settings, study arrangements and living systems. Kindergarten education takes games as the main form, which promotes the development of children's emotions, attitudes, knowledge and skills from five fields: health, language, society, science and art. It is a comprehensive and enlightening education stage for people. Primary education takes systematic classroom learning as the main form and strict study and work and rest system as the guarantee to promote the all-round development of students' morality, intelligence, physique, beauty and labor. It is a stage of human primary systematic education, and this difference objectively forms a slope in the connection between young and old. Slowing down the slope and realizing the quantitative change from child to child to qualitative change are the research contents of young convergence.
Third, the popularity of kindergarten education will inevitably make kindergarten learning a preparatory stage and a necessary stage for primary school learning. In order to enable children to quickly adapt to the new learning style and learning environment in primary schools after entering primary schools, they should be trained consciously, regularly and step by step in the kindergarten learning stage. Eating for all is not simply taking preschool classes run by primary schools to kindergartens, or simply adding too much educational content to large classes in kindergartens. Instead, education and teaching in kindergartens and primary schools should scientifically organize education and teaching activities according to the laws of children's physical and mental development and cognition.
Second, the problem of young convergence.
Kindergarten and primary school are two adjacent stages of education, with different educational tasks and stages. The quality of bridging education is directly related to the harmonious development of children's physical and mental health and the quality of education. At present, there are still many worrying problems in bridging education.
1 Preschool education is a primary school, and children are easily tired of learning after entering school.
Many kindergartens and parents put literacy and math classes in an important position, and take the teaching content of primary schools to kindergartens in advance so that children who have not entered school can learn. This will not only fail to improve children's adaptability to school, but also cause various disadvantages: this kind of "decentralized teaching materials" allows children to learn whatever they learn after school, which is actually to let them learn it once and repeat it one year later. It makes children lack the stamina for active learning, and when the "reserve" is used up, it will be difficult to use it.
2 lack of exercise of social adaptability
Kindergarten usually pays too much attention to the cultivation of intellectual factors in teaching, but not enough attention to non-intellectual factors such as observing classroom discipline, which makes children who have just entered primary school behave badly, such as not knowing to finish their homework on time and not attending classes on time. Teachers pay more attention to the cultivation and accumulation of knowledge. In fact, in the process of children's growth, non-intellectual factors are very important, such as children's feelings, motives, will, hobbies and so on. These factors not only affect children's grades, but also affect their future development.
3. The educational requirements of kindergartens and primary schools are inconsistent, which easily leads to bad study habits.
Some kindergarten teachers don't understand primary education, and the kindergarten itself takes games as its basic activity, which makes children develop some bad habits in kindergarten. After entering primary school, some children can't clean up and recover themselves after using the school tools; There are mistakes in writing Chinese characters and the operation activities are not standardized; Improper pen holding posture and sitting posture; The learning style obviously has the characteristics of kindergarten and is used to relying on teachers; Some children don't even know how to look at pictures in order, turn pages by page number and so on. Once these bad study habits are formed, they will affect children's effective study in the future.
Third, the practical exploration of early childhood education convergence
1 build a platform for children's teaching and research activities.
Primary school and kindergarten are two completely independent educational institutions, with little contact at work, and the teaching between teachers lacks the most basic communication and understanding. In preschool education for children, teachers in large classes can only make some superficial changes, such as extending class hours and arranging desks and chairs in primary schools, but can't deepen children's understanding of primary schools in essence. So young and old can build a teaching and research platform together. (1) Teachers who learn from each other are studying the training syllabus and new curriculum standards. Teachers in kindergarten classes and the first grade of primary school can take this opportunity to study together, discuss and exchange views and problems on the new curriculum concept. (2) Mutual listening and evaluation in classroom teaching. Understand the education mode of primary school or kindergarten from the level of teaching practice, so that both sides can take more effective educational measures in the work of connecting children.
Keep close contact with parents of children and primary school teachers.
Kindergartens should communicate with parents regularly and irregularly, improve the quality of parenting, keep in touch frequently, correct incorrect attitudes and methods, and be consistent with family education. Kindergarten teachers take the initiative to contact primary school teachers, such as through individual interviews, organization visits, symposiums, etc. Listen to opinions, constantly improve the teaching content and methods, and compile a more detailed table of children's development in all aspects for primary school teachers so as to understand them comprehensively and systematically.
3 improvement of primary school teachers' educational methods
(1) Pay attention to the cultivation of students' interpersonal skills.
When students first enter school, they will always be somewhat uncomfortable in the face of new environments and new faces such as schools, teachers and classmates. Teachers should actively participate in students' extracurricular activities, understand students' needs in time, try their best to help solve them, and establish a teacher-student relationship of mutual trust; Secondly, create an atmosphere of cooperation and exchange between peers for students, provide opportunities for mutual help, and enhance the feelings of unity and friendship among students.
(2) Adjust the evaluation methods and pay attention to the sustainable development of students.
Test scores are only one of the evaluation methods, not a unified measure. Establish student growth portfolio, objectively describe students' progress and shortcomings, give priority to positive evaluation such as encouragement and praise, and attach importance to students' sustainable development at the original level.
(3) adopt a variety of learning methods to cultivate students' interest in learning.
Effective learning activities can not only rely on classroom imitation and memory, especially mathematics, but also be carried out through life activities, hands-on activities and game activities with reference to kindergarten learning methods. Regularly carry out class meeting activities to provide children with opportunities for cooperation, exchange and exploration, and improve their learning autonomy.
In a word, the connection between children is an important part of the whole education reform. Only by connecting children well can children develop physically and mentally healthily and ensure the improvement of the quality of basic education. We should further explore the children's physical and mental development and learning rules at the transition age, and constantly seek ways to connect children in line with China's national conditions, so as to help children smoothly solve the transition and connection in this period and let thousands of children in Qian Qian, Qian Qian grow up healthily, lively and happily!
References:
[1] Pan Zhenru. Research on the cohesion of children in early childhood education [j]. New Curriculum Learning (Comprehensive), 20 10, (08).
[2] Chen. Analysis on the problems and countermeasures of youth convergence in China [j]. Contemporary Education Forum (Research on Principal Education), 2008, (1 1).