How to connect kindergarten and primary school in two directions

The connection between the young and the old can help preschool children realize the smooth transition from kindergarten to primary school, and make children have the ability, confidence, health and happiness to adapt to the learning life of primary school. So how do you really "connect" young connections? Since September, 2009, Hongmei Kindergarten and Hongmei Experimental Primary School, which are separated from each other, have launched an interactive and cooperative "Youth League" exploration.

First, why do you want to do it?

At the beginning of September, 2009, with the topic of "young convergence", our garden surveyed parents and primary schools through questionnaires to understand the understanding and current situation of convergence among kindergartens, primary schools and parents. As a result, it is found that there are misunderstandings in the "convergence":

1. Starting from kindergarten

(1) Learn the primary school curriculum in advance.

Some kindergartens think that it is enough for primary school students to learn everything in advance, such as pinyin, writing and oral calculation. In this way, children who study in advance often feel really relaxed at the beginning of school, and they don't concentrate on class and do their homework seriously, which forms a bad learning attitude. In the future, with the increase of learning difficulty, the "reserve" is exhausted, the advantages gradually disappear, and the disadvantages become increasingly prominent. It can be said that studying ahead of time is a short-sighted behavior.

In addition, due to the lack of teachers who are familiar with the characteristics of kindergarten education and primary school teaching courses, even when teaching is connected, there will be many deviations and mistakes, such as incorrect spelling methods and reversed writing order. Often what children learn in kindergarten takes twice or even three times as much time and energy to correct after primary school, which is not worth the candle.

(2) Regularization of school preparation

Many kindergartens only go to primary schools at the end of large classes, or take their children to visit them. These practices are necessary, but does the teacher clearly know what to guide the children to see and understand? I don't know.

(3) Thinking about "taking for granted"

Some kindergarten teachers blindly follow their own ideas in understanding the convergence of kindergarten teachers, lack the habit of listening to the reaction of primary schools, and will not make value judgments on the feedback information of primary schools.

From the family

Now parents evaluate their children's development by how many words they can know, how many questions they can calculate and how much English they can speak. Paying more attention to IQ than EQ is their biggest misunderstanding. There are also some parents who are lucky enough to think that their children are smart and will naturally adapt when they get to primary school. Everyone else is blind and doesn't know what to do. The kindergarten teacher does whatever he says.

3. Starting from primary school

At present, although primary schools have realized the importance of connecting young children and can take the initiative to accept kindergarten visits, they are only in a passive position-actively cooperate, and rarely consider adjusting teaching forms and arranging meaningful activities according to the physical and mental development characteristics of new children. Some schools still take the so-called make-up exam when recruiting new students, and use it to arrange courses. This move also misled parents' evaluation criteria for kindergarten education and teaching level.

Second, do what?

We had several face-to-face discussions and exchanges on the "fault" and "interface" of the connection, and analyzed the differences between primary schools and kindergartens. Through the investigation and understanding of each other's development goals and courses, it is found that there are two main differences between large classes in kindergartens and lower grades in primary schools: First, the educational methods are different. The kindergarten classroom is gamified, and the teaching content and study habits are infiltrated in the game; The primary school classroom is standardized on the blackboard, and students take how much knowledge to master as the teaching goal. Second, the evaluation methods are different. Kindergarten's evaluation of children is developmental evaluation, paying attention to the development of children's ability and emotion; Primary schools take written assessment as the main evaluation method, and the score is the first.

After analyzing and comparing the differences, the direction of young convergence is defined, and preparations should be made from psychological, material and ability aspects. After revealing and analyzing the problems, starting from the new concept of "integration, independence and happiness", our garden signed a "* * * construction agreement" with Hongmei Primary School, and the teachers of the two schools * * * constructed a "body of connecting and cooperating young and old".

Third, how to do it?

The activities around the connection between young and old came into being in everyone's thinking, and we established the implementation principles-the effectiveness of small steps, details and processes.

1. Progressive convergence process

Based on the research idea of "small steps, quick steps, steady progress", the phenomenon of "mutation" in the form and method of convergence is changed. According to the Guiding Outline of Kindergarten Education (Trial) and the Guiding Opinions of Shanghai on Children's Convergence, the training objectives and educational content of children are refined to each month of two semesters in large classes, and one or two topics are done every month according to the curriculum requirements, so that the process is systematic and focused.

2. The interactive process is described in detail.

(1) Teachers interact with each other to achieve * * * knowledge.

(1) Listen carefully to the feedback of primary school teachers on the situation of children after entering school.

The main problems found in listening are study habits, curriculum convergence requirements, and the ability analysis of new school children over the years. Primary school teachers suggest that large classes should focus on cultivating children's intentional attention and listening habits, because listening helps children improve their learning efficiency. In addition, Chinese reading is very important. Reading plays an important role in children's lifelong learning. In large classes, we should consciously cultivate children's interest in reading. Primary school teachers have repeatedly stressed that kindergarten teachers should never teach writing. Nowadays, many words are written differently from those in our primary school. Once the strokes are wrong, it will take children twice or even three times to correct them, which is not worth the candle.

Invite primary school teachers to visit kindergartens to create a class environment.

The warm, comfortable and childlike learning environment in kindergarten amazed the primary school teachers. Teachers who visit kindergartens believe that children in kindergartens are exposed to fresh and challenging toy teaching AIDS every day, and their lives are full of happiness. In primary school, children have lost their smiles in the face of books, homework and bare walls all day. So they think they should think hard when they go back and make the classroom full of sunshine.

⑤ Interactive exchange of teaching activities, feeling the differences of teaching modes.

Teachers of the two schools listen to each other's in-class classes, both of which are math and Chinese (Chinese) classes, so that teachers of both schools can personally understand their respective teaching styles and learning methods and explore the "points" of convergence. What knowledge and ability should kindergarten teachers master more accurately? How can primary school teachers improve teaching forms according to children's psychological and age characteristics to form a relatively complete "teaching chain". For example, when we teach stories, our goal is generally to "understand the content of the story and tell the main plot of the story", but when we enter a large class, our goal can be improved, and we can "learn to listen to others and express different views from others". During the activity, the teacher consciously guides the children to listen to other people's answers and can make feedback evaluation.

(2) Life-to-life interaction, and play the role of connecting subjectivity.

① Visit primary schools to enrich children's actual perceptual experience.

In order to let the children in large classes know the characteristics of primary education, introduce the study life of primary school students to them in a planned way and show them around the environment of primary schools. Participate in the flag-raising ceremony of primary schools, go deep into the first-grade classroom and take minor courses such as art, science and music like primary school students to improve children's interest in primary school learning. Take part in some colorful activities for primary school students, such as Children's Day every year. Primary school students will come to our park to take the big class children to their school, shuttle around the school and participate in campus recreational activities, so that the big class children can fully experience the rich extracurricular life of primary schools and stimulate their yearning for primary schools.

(2) Design a "little reporter interview" to help children complete the psychological transition before entering school.

Invite outstanding class cadres of primary schools to our garden to introduce their learning experience, and what to do well after entering primary school, so that they can learn to be "little reporters" to cover the primary school life of their brothers and sisters, such as "when to go to school and when to leave school" and "where to eat lunch". Understand the primary school students' main tasks and various rules of action, so that they can overcome their nervousness, depression and anxiety, help their children complete their psychological transition before entering school, and thus establish a correct motivation for entering school and a good learning mentality.

3. Effective implementation process

As a kindergarten, it is necessary to carry out purposeful and planned education on children's social adaptability and learning adaptability, so that the slope of children in all aspects will be reduced after entering primary school. According to children's age characteristics and cognitive structure, we effectively carry out the implementation process from the environment and activities.

(1) Adjust the work and rest time

Taking children's daily routine as a starting point, fine-tune the daily routine and organize it into a new schedule to help children develop good school habits. Starting from the next semester of the big class, we should ensure the collective teaching activities twice a day, the teaching time of each class should be stable, strengthen the guidance of recess and free activities, and gradually shorten the nap time every day. Let children learn to arrange and manage their own lives independently.

(2) Reorganization activities

Closely combined with the theme curriculum, a series of theme activities were carried out around the themes of "preparing for primary school" and "farewell to kindergarten", which infiltrated the cultivation of habits and abilities.

(3) Pay attention to the activity carrier

① Theme environment

The teacher divides the theme wall net of Preparing for Primary School into several sections, such as "emotion", "knowledge" and "ability", and makes children readable, cognizable and operable in different forms such as photos, words, pictures, record sheets and chess manuals. At the same time, all kinds of information and photos of children's activities in the park in the past three years have been collected and arranged into the theme of "Kindergarten is more fun", so that children can feel the happiness they once had.

② Activity area setting

Mathematics activity area:

"Race against time"-knowing that the clock knows the daily activity schedule of kindergartens and primary schools and knows how to cherish time;

"Left and right"-Specify the travel goal of "children". What kind of route will the child express when operating, left or right, and what scenery there is.

Language area

"Chinese spelling music"-let children find the same Chinese characters in their interest in radicals;

"Stationery Find Friends"-Set up a three-stage stationery card with Montessori concept to guide children to match pictures and texts and know the names of commonly used stationery and their corresponding Chinese characters.

Self-care area:

"I make friends with stationery"-guide children to learn to carry schoolbags, sharpen pencils, organize schoolbags and manage their own clothes and stationery.

Puzzle area:

"I'm going to primary school"-by playing a large board game on the wall, children's comprehensive experience in mathematics, language, learning behavior and self-care ability can be further consolidated.

(3) In one day's life

Listen for a while half an hour before meals every day to cultivate children's habit of listening carefully and develop the good habit of writing a note every day. After group activities, children can take the initiative to recall the main points of the content within 5 minutes, and before leaving the park, they can recall the events or feelings of the day within 10 minutes to cultivate children's ability to refine memory problems.

(4) Pay attention to ability training.

① Cultivation of reading ability

Create a warm and open reading environment, stimulate children's interest in reading, and let children accept written language in interaction with the environment. In the class book corner, place a low bookshelf for children to take books freely. Arrange some small sofas, cushions, etc. Let children have a well-lit and relatively quiet reading area. Choose reading materials according to your own reading needs, such as oriental dolls, children's pictorial, famous picture books, etc. At the same time, reading will run through a day's life. According to the actual needs and possibilities of young children, let them learn through "listening, speaking and reading", which does not require consistency and pays attention to individual differences.

② accumulation of knowledge and experience

Pay attention to the cultivation of ability before reading and writing, and create a good learning atmosphere for children. For example, the items in the activity room are marked with Chinese characters, and the environment in the activity room is decorated with pictures and texts. Focus on the language area, carefully design and produce vivid materials about reading for children to operate, and at the same time penetrate into all areas to cultivate children's reading interest. Mathematics infiltration: through mathematics activities and work in the field of mathematics, teach children to know clocks, classification, statistics, simple calculations, self-made application problems, etc. To cultivate their interest in learning knowledge and improve their logical thinking ability; Guide children to learn to solve problems with mathematical experience in daily activities and improve their independent thinking ability.

③ Cultivation of self-management ability

Each class is provided with posts such as group leader, duty student, group leader and class reminder, which are selected once a week according to children's performance, and the number of post personnel is adjusted in time according to children's progress to cultivate children's sense of responsibility and self-management ability.

In addition, from the beginning of this semester, we have established a "follow-up investigation file" for children who have entered primary schools, and conducted various investigations and feedbacks for new school children to further improve the shortcomings in the convergence work, so that every child can enter primary schools smoothly.

Original Golden Rainforest