The Status Quo Of The Connection Between Primary And Kindergarten School Mathematics Teaching

Mathematics bridging kindergarten to primary school focuses on making good transitions in various aspects of mathematics teaching content,learning mode,environment,interpersonal relationships,etc.,and effectively combines teaching practice and methods.Mathematics is the basic subject of compulsory education,under the influence of the new curriculum reform,the importance of Mathematics bridging kindergarten to primary school articulation is increasing,and the first grade mathematics teachers in the actual teaching also have the demand for Mathematics bridging kindergarten to primary school articulation guidance.The purpose of this study is to understand the current situation of the connection between kindergarten and primary school mathematics teaching,to find out the existing problems at this stage,to analyze the causes of the problems and to put forward feasible suggestions for improving the existing problems of connection between kindergarten and primary school children in mathematics teaching.This study focuses on the current situation of the connection between kindergarten and primary children in the first grade of primary school mathematics teaching,from the three dimensions of the current situation of the first grade mathematics teaching design of the primary school,the implementation of the early childhood articulation of the first grade of the primary school,and the current situation of the young and primary school of the mathematics teaching environment of the first grade of the primary school,taking Xiamen As an example,the current situation of the primary school mathematics and the connection between primary and kindergarten is discussed in depth.This study uses the literature method,questionnaire survey method,interview method,observation method and other research methods to conduct a comprehensive understanding of the connection between kindergarten and primary articulation problems in the teaching of mathematics in the first grade of primary school,and obtained the research results(1)In terms of teaching design,the first grade mathematics teachers of primary school can balance the dimensions of knowledge,ability and emotional attitude goals when setting teaching goals,but the ability to set teaching goals is uneven,and the phenomenon of inability to give students transitional support is not good;There is a certain overlap in the content of mathematics teaching in kindergartens and primary schools,but the depth and breadth of teaching are quite different,and the two-way understanding of mathematics teaching content by teachers on both sides is not high,and there is a disconnection phenomenon;The first grade mathematics teacher attaches importance to the use of a variety of teaching methods in the Mathematics bridging kindergarten to primary school articulation stage,and the frequency of use of the game method is high,but there is a phenomenon that some games are not well based on students’ interests and needs,and the enthusiasm of students is not high;In terms of teaching evaluation,there are differences between kindergartens and primary schools,kindergartens are open evaluations,while primary schools are more focused on comprehensive evaluations such as academics.(2)In terms of teaching implementation,first-grade primary school teachers do not have a thorough understanding of the situation of newly enrolled students,the learning progress of students is different,the development gap is large,and most teachers ignore the analysis of learning conditions and use the progress as a yardstick to promote teaching;There are differences between kindergartens and primary schools in the introduction of mathematics classrooms,classroom development,classroom evaluation methods,etc.,resulting in fault phenomena.(3)In terms of the teaching environment,the policy guides kindergartens and primary schools to increase their efforts to build pilot cooperation in early childhood articulation,and actively invest in funds,teachers,and professional support,but the details of mathematical early childhood articulation are insufficient.Only some of the kindergarten articulation pilot campuses in Xiamen provide a platform for communication between kindergarten and primary school firstgrade mathematics teachers,while other campuses rarely organize mathematics teachers to get together to discuss,and lack a platform for math kindergarten articulation.The first-grade mathematics teachers have a good understanding of the importance of Mathematics bridging kindergarten to primary school,and their evaluation of their own level of early connection between kindergarten and primary school articulation awareness is also at a good level.(4)The main reason for these current problems is the lack of practical policy guidance in the front line of teaching;Kindergartens and primary schools lack a platform for communication between kindergartens and primary schools;The early conscious connection between kindergarten and primary school articulation literacy of mathematics teachers in the first grade of primary school needs to be improved.Based on the above research results,the conclusion of this study is that(1)the emphasis on teaching design is high,but there is a disconnect between kindergarten to primary school articulation.(2)There is a fault in the implementation of teaching,and the transitional support of teachers for students is insufficient.(3)The teaching environment is currently good,and there is still a lack of communication platforms for young and young children.And put forward the emphasis on the articulation of teaching design,to help young mathematical children to make a good transition;Pay attention to the implementation of two-way interaction in teaching,and build a communication platform for mathematical children;Suggestions for improving policies related to the teaching environment and improving the literacy Mathematics bridging kindergarten to primary school of mathematics teachers.