Research On The Cohesion Of Language Curriculum Of Kindergarten And Primary School

Based on the children’s point of view, the transition from kindergarten to primary school, not just learning spaces change, but also in the teacher-child relationship, interpersonal relationships, learning, behavioral norms and expectations of society have undergone great changes. In China, the kindergarten and primary school education for children during two different stages of education, both independent and interconnected with each other, how to achieve smooth transition kindergarten and primary education has become an important education of our children, one of the difficulties. At present, China’s "compulsory language curriculum standards (2011 edition)" (hereinafter referred to as "Chinese Course Standard"), "children aged 3-6 learning and development guide" (hereinafter referred to as "Guidelines") and "kindergarten work order (2015 edition) "are related to the interface between kindergarten and primary school curriculum more emphasis on comprehensive and personalized health development of young children. Language as a basis for discipline, other disciplines have a guiding role in the success of language courses related to the convergence of the continuity and development of the whole educational process. Therefore, how to set up a scientific and rational language nursery and primary school language courses, to achieve smooth convergence of the two stages of education, kindergarten and primary school assumed an important role in convergence.This paper focuses on static text and dynamic surveys to analyze the convergence program, by contrast to the "Guide" and "language curriculum standards" in the nursery and primary school Chinese language curriculum objectives, content, implementation and evaluation, as well as for the Municipal District Taipan kindergarten teacher and when the first grade language teacher survey found that young in the current educational practice, kindergarten and primary school Chinese language curriculum standards convergence fuzzy, curriculum objectives of convergence exist structural differences, one-sided repeat course content convergence, convergence curriculum implementation method absence of mutual, curriculum evaluation and convergence inconsistency between kindergarten and primary school, kindergarten and elementary school teachers lack good language courses Cohesion interaction mechanism.In order to cultivate children’s interest in learning the language, habits and ability to achieve a smooth transition to primary school children language courses, need kindergartens, primary schools and teacher education to establish a correct concept of convergence, unified curriculum young convergence concept, cohesion more attention to young Chinese Course demand. At the same time, avoid the tendency of convergence during the primary, to enhance interaction kindergartens, primary schools and parents, correct concept of education of parents. In particular young Chinese educational practice, the state has adopted policies to strengthen young contact, improve the long-term coordination mechanism, you can also use the convergence-style curriculum model and draw some useful experience of developed countries, and ultimately to achieve language nursery and primary school language curriculum smooth, orderly and healthy convergence.