So how do you really "connect" young connections?
Since September, 2009, Hongmei Kindergarten and Hongmei Experimental Primary School, which are separated by a road, have launched the "Youth League" exploration of interaction and cooperation.
First, why do you want to do it?
At the beginning of September, 2009, with the theme of "young convergence", the park surveyed parents and primary schools through questionnaires to understand the understanding and current situation of kindergarten, primary school and parents on convergence.
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?
On the "fault" and "interface" of the connection, the two sides conducted many face-to-face discussions and exchanges to analyze 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, make clear the direction of children's cohesion, and make preparations from psychological, material and ability aspects.
After revealing and analyzing the problems, the garden started from the new concept of "integration, independence and happiness" and signed a "* * * construction agreement" with Hongmei Primary School, and the teachers of the two schools jointly built a "unity of children and young children".
Third, how to do it?
The activities around the connection between young and old came into being in everyone's thinking, and 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 in large classes, we must pay attention to cultivating children's intentional attention and cultivate children's listening habits, because listening can help children improve their learning efficiency.
In addition, Chinese reading is very important, and reading plays an important role in children's lifelong learning. We should consciously cultivate children's interest in reading in large classes.
Primary school teachers have repeatedly stressed that kindergarten teachers should never teach writing. Now many words are written differently from primary schools. Once the strokes are wrong, it will take the child 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, in story teaching, the goal is generally to "understand the story content and tell the main plot of the story", but when entering a large class, the goal can be improved, "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. When primary school students come to the park, they will take the big class children to the 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 primary school class cadres to the park to introduce their learning experiences and what to do after entering primary school, so that children in large classes can learn to be "little reporters" to interview their brothers and sisters about primary school life, 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, the implementation process is effectively carried out from two aspects: 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 according to the themes of "preparing for primary school" and "goodbye 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 Getting Ready 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, paintings, 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.