Research On Curriculum In Transition To School From Kindergarten

The Outline for Basic Education Curriculum Reform puts forward that: "It shifts the curriculum with a trend of focusing more on knowledge and emphasizes the forming of positive and initiative learning attitude. The process of learning how to learn and forming correct values will become one in which basic knowledge and basic skills can be acquired". "It needs to change the present situation involving too much emphasis on the curriculum itself in course structure, too many subjects and lack of integration."Based on children'phisical and mental development and education laws, ……education in the kindergarten needs to cultivate their fine behaviors and habits, to protect and inspire their curiosity and desire to seek knowledge, so that they can develop physically and mentally harmoniously."The Guidance of Kindergarten Education emphasizes that kindergarten education should be comprehensive and enlightened. It is required to interpremeate different areas, so from different perspective it can facilitate the development of emotion, attitude, knowledge, skills, etc. It stresses that :"as a vital component of basic education, kindergarten education is the foundation stage in school education and long life education."It also emphasizes that: "with mutual transit to primary school , kindergarten should cooperate closely with families and communities ."Education transit demands curriculum transit, and transit education between kindergarten and primary school relies on the curriculum. Hence, kindergarten education, an important part of basic education, which is also under the background of reform of basic education course, implements what requires in The Guidance of Kindergarten Education as "to have a mutual transit to primary school."However, the following questions worth considering and exploring: How to design the curriculum? How to organize the curriculum content? How to implement the curriculum scientifically? How to make a better mutual transit between kindergarten education and primary education while it can both adapt to the children's physical and mental characters and embody the course suitability? This study synthesizes approaches of document, questionnaire, observation, investigation, etc. Beginning with the curriculum of transit education, it adopts quantities research, and carries out a questionnaire on curriculum belief, curriculum objective, content organization, implementation and curriculum management between kindergarten and primary school teachers. On the basic of this, it analyzes the present situation of transit course in kindergartens of Guangxi Zhuang Autonomous Region, and explores present advantages and the problems of the transit course reform, then puts forward some suggestion for the reform. During this research, some problems confront the transit course: 1.There is some deviation from teachers'understanding of transit education; besides, the curriculum concept is out of date. 2.It does not help children's all—around development because of too much focus on the curriculum objective. 3.Teachers place too much reliance on syllabus and curriculum content requires further improvement. 4.The means of implementing the course is backward and resources cannot be fully used. 5.Curriculum management lacks variety that is not good for the curriculum development. Some suggestion is put forward for the transit curriculum in kindergartens of Guangxi Zhuang Autonomous Region: 1. Establish correct outlooks on education, transform the ideal of the transit curriculum. It is a process of children's initiative construction of knowledge and meaning, a whole view of reality world rather than specific course knowledge. 2. Teachers should clarify the objective of transit curriculum and attach significance to cultivation of children's ad ability including educating them in terms of enrollment awareness, facilitating the development of thinking way, developing the basic learning ability and fine learning quality, and preparing for entering primary school. It also consists of cultivating children's initiative, developing interpersonal communicating ability and cultivating their responsibility. 3. Education content ought to be integrated which is authentic to children's reality. This integration is in the area, between areas and beyond the area. 4. Integrate the resources of the curriculum; promote the interaction and relationship in all aspects of the curriculum. On one hand, teaching material needs to be developed and supplemented, even extended from the perspective of children's life background, present situation of social development, etc. And it needs to fully explore and effectively make use of community resources, family resources, etc. On the other hand, human resources should be integrated. 5. Strengthen the management of the curriculum; pay attention to the integrations the both aspect of the curriculum.