Research On Optimization Strategy Of Mathematics Teaching Between Kindergarten And Primary School

Kindergarten does not belong to compulsory education and is two different education stages from primary school.Therefore,kindergarten teaching is very different from primary school in terms of objectives,contents,methods,evaluation and other aspects.However,kindergarten education and primary education should have continuity and be a whole system.Mathematics knowledge is also a whole,with coherence and systematicness.If children are not guided to transition to primary school at this stage,it is easy to have a negative impact on later mathematics learning.Kindergarten children’s concrete image thinking mainly;In primary school,children’s thinking changes from concrete image thinking to abstract logical thinking.^[2]It is necessary to follow the thinking development characteristics and physical and mental development laws of children in the two periods,combine the characteristics of children’s mathematics learning and the characteristics of primary school mathematics teaching,and successfully complete the connection under the patient guidance of teachers from both sides,so as to lay a better foundation for the long-term development of children.This study adopts questionnaire survey and interview method to investigate the theoretical basis,existing problems and unsolved difficulties of kindergarten teachers and first-grade primary school mathematics teachers in Zhangjiakou.The research starts from seven aspects:teaching objectives,teaching content,teaching means and methods,teaching evaluation,teachers’teaching behavior and expectation,children’s preparation and adaptation,and communication and interaction between home,kindergarten and school.It is found that when there are test objectives in mathematics teaching,preschool teachers all attach importance to cognitive field objectives.The phenomenon of elementary teaching content is obvious;Primary school teaching means is single and the frequency of use of games is greatly reduced;The evaluation focuses on children’s mathematical learning literacy;There are differences between preschool teachers’teaching behaviors and primary school teachers’teaching expectations in the cultivation of learning styles and habits.Children who have just entered primary school have different foundations of mathematics learning;Preschool teachers think that children have different difficulties in math learning;Among the learning qualities,the concentration development level of the newly enrolled children is the lowest;The problem of low interaction frequency of preschool teachers.Based on this,this paper puts forward the optimization strategy of preschool mathematic s teaching from four aspects:educational administrative departments,bridging subjects,kinde rgarten teachers’teaching and parents.Education management departments should pay more a ttention to it,strengthen supervision and reform,strengthen curriculum standard construction,integrate teacher training,build communication platform and guide public opinion.Kindergart ens should deepen teacher training and investigate the teaching effect;Kindergarten teachers s hould grasp the characteristics of children’s development in mathematics teaching content to c arry out activities,pay attention to the cultivation of children’s concentration,task awareness a nd planning,enhance children’s problem representation ability,scientific standardization of ch ildren’s learning behavior to help primary school mathematics learning.Parents should change the wrong ideas,create a relaxed psychological atmosphere,seize the educational opportuniti es in life,and cultivate children’s good learning quality and habits in the family.