A Case Study Of Curriculum Continuity Of Mathematics Between Kindergarten And Primary School

Curriculum continuity of mathematics between kindergarten and primary school is not only the need of children's development in body and mind, but also the call of mathematics curriculum reform in fundamental education. How to link children's mathematic experience gained in kindergarten with that in primary school is the research target of this dissertation.A key primary school and a demonstrational kindergarten are chosen as research samples in the present research, applying a synthetic research method of documentation and case study, and from the point of teachers' ideas and behaviors to analyze the current situations of curriculum continuity of mathematics between kindergarten and primary school.Related researches show that there are achievements and problems in the curriculum continuity of mathematics between kindergarten and primary school. In the continuity of curriculum goals, kindergarten school pays too much attention to knowledge and ignores children's emotion and attitude, processes and methods, while primary school pays many-sided attention. In the continuity of curriculum content, kindergarten school does not connect the mathematic contents with children's lives, while primary school does a better job. In the continuity of curriculum organization, there is no full continuity and integrity in mathematics curriculum between kindergarten and primary school. In the continuity of curriculum implementation, kindergarten school applies a wider ranger of methods, while those in primary school are comparatively simpler. In the continuity of curriculum assessment, there are problems of lacking communication between valuators and deficiency of subjectivity of children and parents both in kindergarten and primary school, the assessment content in kindergarten is single-sided, while the assessment content in primary school is all-sided.The author analyzes factors influencing the curriculum continuity of mathematics between kindergarten and primary school from the aspects of ideas and behaviors, and puts forth suggestions for improving the curriculum continuity of mathematics between kindergarten and primary school, i.e., specification of curriculum goals, relating curriculum contents to real life, integration of curriculum organization, implementing curriculum in activities, multiplicity of curriculum assessment.