Research On The Practice And Strategy Of Chinese Teaching In The Cohesive Stage Of Early Childhood

The issue of curriculum transition between kindergarten and primary school has arosen great attention recently.Among this,the teaching of Chinese subject at this period should be improved from a more scientific point of view.This paper is based on questionnaire survey and curriculum research of many kindergartens and primary schools in Heshan District,Yiyang,Hunan Province,so as to better understand and analyze the situation of this hot issue.As for current situation,it mainly aims at three aspects—the curriculum standards on Chinese learning in kindergarten and primary school,the current situation of teachers that teach Chinese and the current teaching circumstances between kindergarten language classes and primary school Chinese lessons.The paper uses certain statistical methods and quantitative conclusion to analyze the existing problems on Chinese teaching in this curticulum transition from infancy to pupilage,such as the disunity of teaching evaluation standards,the repetition of teaching materials,the infrequency of teaching exchanges among teachers,and etc.As for those emerging problems,this paper put forward corresponding counterplans.It advocates that the target should not only learn from experience from those foreign countries which paid much attention to curriculum connections,but also make them pay real attention to this issue,hence make better cohesion of teaching methods,evaluation systems and teaching materials.This paper directs at the Chinese teaching transition between kindergarten and primary school,and come up with corresponding strategies,and try to make continued perfection of the Chinese teaching cohesion.