Do you want to let your child go to the young level**? This is a difficult choice that almost all parents of "prospective elementary school students" must go through. In practice, some teachers and parents are still facing confusion about the transition period for "zero-start" enrollment in primary schools. (China Youth Daily, February 5) In the concept of many people, the connection between young and primary still means "learning in advance". "What to learn from the young connection", "Arithmetic practice every day", "Accompany the child to brush pinyin", and search for "young connection" on social networks, such content is overwhelming. However, in reality, the phenomenon of "rushing" tires parents, hurts children, and suffers teachers. In order to do a good job in the connection between young and primary, starting from 2021, policies and supporting documents related to it have been issued one after another. Among them, "zero-starting teaching" is considered to be a reasonable "opening way" for the connection between young and primary.
To reduce the burden on students, we must start from the "small". Literally, "zero" can be to reduce the burden, lower the threshold, and remove obstacles. Zero-starting teaching, that is, after the admission of new primary school students, they will carry out teaching from "zero starting point" in strict accordance with the curriculum standards, and will not raise the teaching requirements and accelerate the teaching progress. Studies have long shown that learning ahead of time and ahead of time may temporarily lead peers, but in the middle and upper grades, this advantage is often gone, and the phenomenon of "third grade inflection point" also confirms this. Focusing on the connection between young and primary schools and implementing zero-starting teaching, it is precisely because this is in line with the laws of children's learning and growth.
But a lot of times, it's easier said than done. What is the difficulty and stuck in the "zero-start" admission? Parents are anxious, even if they want to give their children a relaxed and beautiful childhood, but seeing other people's children working so hard, the idea of "not losing at the starting line" is easy to prevail. Teachers are stuck in the assessment, as long as the academic performance is the evaluation indicator, it is difficult for teachers to take into account the school adaptation period, and it is difficult for the teaching progress to slow down. It is difficult for students to adapt, and it is not easy to quickly integrate into the new environment and teacher-student relationship, and it is even more difficult to slow down the pace due to the anxiety transmitted by parents. In addition, there are also many disruptive factors, such as the lack of two-way connection between kindergartens and primary schools, and the use of off-campus training institutions to sell anxiety and read "business scriptures".
Under the difficulty, it is necessary for all parties to work together to do a good job in the connection between young and primary. The key to making "prospective primary school students" travel lightly lies in how to shift the attention of all parties from focusing on grades to looking at growth. It is advisable to optimize the assessment as the traction to strengthen the implementation of school adaptation education. For example, we should build and improve the entrance adaptation curriculum, strengthen the "joint teaching and research" between kindergarten teachers and primary school teachers, and guide teachers to explore and reform teaching methods. When the curriculum is more reasonable and the teaching progress slows down, parents and students realize that "they can keep up without learning in advance", presumably the anxiety about education will slowly dissipate and the education ecology will get better and better. (Zhang Dongmei).