The introduction of infant bridging course means the process of kindergarten children becoming primary school students, so teachers and parents should help children complete the infant bridging work, which is a very important turning point in the process of children's growth. Let's briefly introduce the youth bypass course.

Introduction to the Cohesion Course for Young Children 1 1. Characteristics of the Cohesion Course Series for Young Children

1, a comprehensive and systematic curriculum system

Eating for all ages not only improves the basic courses of Chinese and mathematics that are necessary for children to grow up, but also increases the characteristic ability training courses to improve children's comprehensive ability in all directions.

2. A relaxed and interesting classroom atmosphere

Connecting children, abandoning traditional indoctrination teaching, creating innovative and interactive small class teaching mode, starting from children's preferences, guiding children to better master classroom knowledge and content, and creating a relaxed, happy, interesting and educational learning atmosphere for children.

3. Green appreciation mode.

Young and young, through green appreciation education, cultivate children's interest, emotion, thinking and expression. Let children enter school happily and easily cross the stage of young convergence.

Second, the content of the youth convergence series courses

1, Chinese class

Literacy: Before entering school, master about 500 commonly used Chinese characters and read and read about 40 short children's songs. The ability to read books and newspapers simultaneously.

Pinyin: read and write, master 23 initials, 24 finals, 16 syllables, 4 tones and their application, spelling rules, tone adjustment rules and spelling rules, and be proficient in spelling and spelling Chinese characters and words with Pinyin.

Writing: Before entering school, master the pencil writing of about 300 commonly used Chinese characters, cultivate correct writing posture and pen-holding posture, cultivate good writing habits, master the structure and correct stroke order of Chinese characters, and understand the relevant sources and stories of Chinese characters.

Reading Chinese Studies: Reading and reciting Disciple's Rules, San Zi Jing and Classic Ancient Poems, so as to feel the traditional culture of China, establish emotional intelligence and accumulate literacy.

Story picture books: Choose the classic picture books of "Cadic Prize", develop good reading habits, feel reading, accumulate reading volume, and lay the foundation for lifelong reading.

2. Mathematics curriculum

Calculation: two-handed operation, double-brain counting, fast and accurate operation/addition and subtraction of any number within kloc-0/00 (horizontal and vertical,

Basic knowledge of mathematics:

Logarithmic cognition, such as adjacent number, quantitative and non-quantitative comparison, corresponding counting, etc.

Cognition of graphics, such as mosaic graphics, three-dimensional graphics and interesting cubes; Improve thinking ability.

Incorporate the cognition of spatial concepts, such as direction sequence, spatial position, direction path, etc. Lay a solid foundation for primary school learning.

3. Science curriculum

Science: Establish scientific concepts and cultivate scientific literacy, creativity quotient, inspiration quotient and intelligence quotient. Understand basic scientific concepts, understand scientific principles in connection with life and history, explore the principles of scientific phenomena, and learn to prove scientific principles by experiments. Hands-on production and creation of scientific phenomena, the application of scientific knowledge in life.

4. Ability training

Concentration training: training in the breadth, concentration and persistence of concentration.

Hand-brain potential development: through static training, music hand-brain exercises and finger games, we can promote the balanced development of left and right brains and develop the potential of the whole brain.

Quotient training: IQ, EQ, moral quotient, adversity quotient, financial quotient, health quotient and other quotient training.

Thinking training: concrete image thinking, abstract logical thinking, spatial imagination thinking, divergent thinking, innovative thinking and other training.

6. Behavior training

Regular, orderly and focused

Abide by school and class discipline, and behave in line with the image of "primary school students".

Distinguish between light and heavy, know how to balance, and do things in an orderly way.

Simple things can last for a certain time, such as doing homework, reading, doing housework and so on.

Self-care, self-control, self-regulation, self-adaptation and self-protection.

Do what you can, such as getting dressed, tying your shoelaces, going to the toilet and packing toys.

The ability to get along with strangers or familiar people, adjust emotions and behaviors, listen and share.

Have a basic sense of self-protection, don't go out with strangers casually, don't pick up food from strangers, etc.

7. Habitual training

1, study habits:

Prepare your own study materials, complete tasks as planned, study efficiently, correct mistakes in time when found, learn to preview and review, think actively when encountering problems, and learn to find materials.

2. Living habits:

Pupils' code of conduct is the standard training of pupils' daily behavior, and self-care ability training, such as arranging clothes, bedrooms, desks, etc. The cultivation of self-protection consciousness is mainly the cultivation of common sense of safety education such as traffic safety, school safety, fire safety, electricity safety and swimming safety for primary school students.

Through the introduction of the curriculum system and content of Youju, you should have a certain understanding of Youju. The goal of promoting children to primary school is to cultivate good study habits and improve their learning ability, and to realize the characteristic transition from young to primary school. Develop children's all-round potential through targeted thinking training, quotient training, static training and concentration training. Learn while playing, so that every child can have a wise and beautiful childhood.

Introduction to children's bridging course II. Practice and exploration of bridging curriculum in lower grades of primary schools.

In order to help children get through the early primary school, many countries and regions have carried out a series of bridging courses in the lower grades of primary school. Whether it is the "suitable curriculum scheme" in the United States, the "mixed-age education curriculum" in Britain or the "starting curriculum" in Japan, its essence is to help children realize the smooth transition from kindergarten to primary school and ensure the continuity and continuity of learning experience.

Some primary schools in China have also carried out bridging courses, such as the "integration course" of Zhongguancun No.1 Primary School in Beijing. According to the physical and mental development characteristics of junior primary school students, this course breaks the traditional "teacher-teacher class system" and tries to have two teachers "resident" in the class to finish all the courses for first-year students. Break the boundaries of disciplines, carry out multi-disciplinary integration teaching, and compile students' books.

In recent years, some primary schools in Zhejiang Province are also trying to connect young people with young people. The "Navigation Course" developed by Wen Yuan Primary School in Haining pays attention to the integration of basic courses, the design of thematic activities, the theme infiltration of picture books and the development of parent-child play days.

The "Cool Curriculum" developed by Xia Ying Central Primary School in Yinzhou District of Ningbo focuses on entering a new role, guiding new students, getting familiar with the new environment, new partners, new norms and forming good habits, and helping children master the important and necessary qualities and abilities necessary for entering primary schools.

These courses adhere to the principles of low structure, collective participation of tutors, early intervention and long-term effect, which ensure that the young bridging courses are unconventional, ensure the efficient implementation of the courses, and let children integrate into the new life more quickly. This kind of course is the bridging course that children really need.

Introduction to Young Cohesion Course 3 Young Cohesion is the transition and connection between kindergarten and primary school. It is to let children adapt to primary school life, have the ability of campus life, develop good habits of life and study, and cultivate interest in learning.

Generally speaking, the setting of young bridging courses is based on two aspects: training children's thinking habits and urging children to form good study habits. It will be more difficult to offer bridging courses for children than kindergarten courses, because it is necessary to consider teaching children through "entertaining".

The curriculum connecting children is mainly to make children adapt to primary school life quickly and lay a good foundation for their learning career. Therefore, the young bridging course is not only to teach children some elementary school knowledge, but also to start with children's habits, cognition and ability. Help children to establish good living and study habits, cultivate self-care ability, learn interpersonal communication, understand the discipline and learning knowledge that primary school students should abide by, and cultivate children's interest in learning. These should be done step by step, so that children can adapt slowly.

The curriculum emphasis of each child care institution is different, some pay more attention to children's practical ability, and the curriculum content is mostly manual courses; However, some institutions pay more attention to tapping children's artistic talents, such as painting and singing, which is the main content of their courses.

What I am most satisfied with is the ingenious problem education. They attach great importance to the cultivation of children's study habits, mainly from the aspects of cultivating children's independent reading ability, expanding multi-thinking ability and attaching importance to English enlightenment learning to comprehensively improve children's systematic learning ability and help children establish systematic learning methods. I have always felt that every child's IQ is similar, and the difference in academic performance is actually largely caused by different learning methods.