Research On The Situation Of Mathematics Curriculum Of Transition From Kindergarten To Primary School And The Coping Strategies Of Kindergarten

It is an important and difficult work for kindergarten and primary school to realize the mathematics cohesion from kindergarten to primary school smoothly.Kindergarten’s rational mathematics cohesion curriculum can cultivate children’s interest, ability and habit of learning mathematics, which will lay the foundation for seamless cohesion at mathematics education between kindergarten and primary school.This paper researches the situation of mathematics curriculum of transition from kindergarten to primary school at the static and dynamic aspects. According to the analysis of related content of 《Guide of Learning and Development for 3-6-year-old Children》(hereafter referred to as《Guide》)and《Compulsory Education Mathematics Curriculum Standards(2011 Edition) 》( hereafter referred to as 《 Mathematics Curriculum Standards》) and the survey to kindergarten teachers and first grade mathematics teachers in urban area of Hangzhou, there exists several problems:Children’s dominant position is alienation and mathematics cohesion education is false prosperity. The curriculum standard is not coherent between kindergarten and primary school. There is school—oriented tendency in kindergarten’s mathematics cohesion curriculum. Structural differentiation exists in mathematics curriculum objectives of kindergarten and primary school. Kindergarten teachers rely on teaching material excessively, which leads to “textbook” tendency. Kindergarten’s teaching methods tend to being conservative, and ignore the coherent requirements. Focusing on the above problems, this paper puts forward to several strategies at kindergarten’s point. In the macroscopic aspect: popularizing the view of children roundly, and containing the false prosperous mathematics cohesion education from the source;deepening the reform of kindergarten curriculum, revising the curriculum standard perfectly and outstanding the cohesion; strengthening the connection between kindergarten and primary school, forming a long—term mechanism and avoiding the formalization of cohesion education; reforming the kindergarten teacher’s curriculum view, understanding mathematics curriculum of transition from kindergarten toprimary school scientifically, avoiding the school—oriented tendency; paying attention to the kindergarten—family collaboration and letting family playing a positive role in cohesion education. On the microscopic side: locating and organizing the mathematics cohesion curriculum reasonably; integrating curriculum content,organizing mathematics cohesion curriculum effectively; choosing teaching methods deliberately, considering the cohesion requirements; adopting evaluation methodology synthetically, paying attention to the development value.This paper includes six parts. Part 1: Introductions. This part introduces the background, significance, literature review, content, and methods of this research. Part2: Concept definition and theoretical basis related to this research. This part involves deep understanding about mathematics curriculum of transition from kindergarten to primary school from Jean Piaget’s Theory of Cognitive Development Stage,Whitehead’s Process Philosophy and Burner’s Structuralism Curriculum Theory. Part 3:the situation and analysis of mathematics curriculum of transition from kindergarten to primary school. Part 4: The problems of mathematics curriculum of transition from kindergarten to primary school.Part 5: Kindergarten’s coping strategies to the problems of mathematics curriculum of transition from kindergarten to primary school. Part 6: Conclusion and expectation.The innovations of this paper: Puting forward that the mathematics education of transition from kindergarten to primary school should adopt objective structure being converged; content organization form of combining horizontal integration with lengthways spiral; teaching methods of combining play with lecture method and evaluation method combining qualitative approach with quantitative approach.