The connection between kindergarten and primary school is called "junction between kindergarten and primary school". In the past, it was mainly completed by kindergartens, off-campus education institutions and parents. It mainly taught primary school knowledge, trained children's learning and behavioral habits, and helped children adapt smoothly. The living environment and learning rhythm of primary school. With the successive introduction of education policies, more transition tasks fall on primary schools. As far as primary school connection education is concerned, the key is how to truly implement the "double reduction" policy and allow children to start primary school life with interest and in a natural and orderly manner.
School-based bridging education is a misplaced primary bridging education. Connecting children with well-designed education systems and models is essentially school-based education that does not see children. This is the fundamental problem in connection education. The direct reason for the long-term existence of this problem is that kindergarten and primary school are two independent education systems. There are great differences in teaching requirements, teaching methods, activity forms, management systems, etc., so the connection has become an educational issue. . Lacking the perspective of children, these designed primary education systems and models exist independently of children. For children, they are externalized behavioral norms and moral rules, and then inject them into children's behavior from the outside in the name of morality. The only way The purpose is to maintain the operation of the school and enable all work to be carried out smoothly.
Child-centered approach is the correct way to connect primary school education.
"Education is a process of life" and should be consistent. Therefore, primary schools should be responsible for more transition education. It is more appropriate to call it "junior-to-school transition". In the first semester of the first grade of primary school, carry out. Bridging education should connect primary school education systems and models to children, respect children's growth experience in early childhood, and conduct it in a way that is consistent with children's growth. The goal is to let children learn to think, participate in the construction of their own lives in thinking, and become a complete person. The author recommends starting from the following four key points to break through the existing education model.
First, discuss with children "Why do I want to go to school" and develop the habit of philosophical thinking in children.
Everyone must advance from kindergarten to primary school. This is of course a national institutional arrangement. But children are curious, "Why should I go to school?" This question is children's instinctive question in the face of change, and it is also children's exploration of the meaning of their current lives. Education needs to care for and respond to children's inner needs, read relevant picture books with children, and discuss this philosophical question not to get a deterministic and intellectual answer, but to connect children with the people around them. Connect with the living environment to promote children's spiritual growth, because childhood is a critical stage for human spiritual growth and spiritual development.
Second, establish a loving teacher-student relationship and student-student relationship so that children can live a safe and comfortable life.
Children after entering primary school need to understand and maintain their own social relationships-teacher-student relationships and classmate relationships. Children are full of emotions and like to make new friends. Teachers should let children introduce themselves through various forms, carry out more group games during the education process, and gradually establish and harmonious relationships with classmates. Teachers should also introduce themselves in an interesting way, with a smile and a kind attitude, so that children can feel the teacher's sincere emotions and like themselves, creating a safe, free, respectful and trusting learning and living space for children.
Third, initially formulate collective learning rules and carry out class collective construction so that children can learn self-management.
After experiencing the collective life in kindergarten, children have certain experience and understanding of rules. Allowing children to construct their own learning rules is the beginning of children's self-management. This requires teachers to use some short stories and poems about rules, or to discover them themselves based on the reality of children's lives after entering elementary school. Children are more willing to abide by and implement the rules of life constructed by themselves.
Fourth, classroom teaching and connecting education are organically integrated to allow children to start learning in an interesting way.
Classroom teaching is an important way to carry out bridging education. It is recommended that teachers combine the subject teaching content of the first semester with the connecting education objectives. Children are energetic and active and need to complete their learning through games and activities. Classroom teaching design must conform to these characteristics of children. For example, math classes can allow children to get out of the classroom, get to know the campus, understand the new living environment, and count the number of various things on campus; art classes can allow children to draw pictures of my favorite campus or new children I have met; Chinese Classes can allow children to tell stories, etc.
(Author: Zhao Lanbo, associate researcher at the Moral Education Research Center of the Beijing Academy of Educational Sciences)