[[alternative]]Research on curriculum and teaching problems happened on the transition of kindergarten and primary school and what coping strategies are effective on these problems

[[abstract]]Abstract There are five purposes to aim at on this research. 1.To know what problems kids may encounter in learning and adapting themselves into primary school life after they graduate from the kindergarten. 2.To realize how parents, preschool teachers, and primary school teachers deal with kids’ adaptation problems. 3.To come up with coping strategies and teaching plans based on the analysis of education documentary and Grade 1-9 Curriculum. 4.To evaluate the practicalities and effectiveness of the teaching plans after experimenting with them in the first grade class. 5.To provide practical coping strategies which education ministries, preschool and primary school teachers can use as a reference when they make education policies or deal with transition related problems. The ways on this research to prove how coping strategies work are to analyze lots of quality researches, documents, and questionnaires for preschool and primary school teachers, and to observe teaching process, etc. The following are the results of this research. 1. The transition related problems mainly result from the differences such as teaching methods, class management, classroom rules, lesson planning between preschool and primary school. 2. Adaptation problems come from both learning and life. For instance, building up new friendship, complying with new behavior codes and taking care of everything in life by themselves. Besides, they need to adapt to a new learning environment and construct a new attitude toward learning. 3. As for coping strategies, what preschool teachers can do is to arrange meetings with primary school teachers to enhance mutual understanding on teaching issues. In addition to it, they can arrange activities for kids to visit primary schools to be more familiar with campus of the primary schools and teaching styles. To make kids get accustomed to new school codes and classroom rules. 4. Experimental teaching plans which involve multi-intellectual and open-minded rationale let kids learn by doing and experiencing. They also emphasize the scaffold interaction between teachers and students. The resource from parents can be considered while designing a teaching plan. 5. Comparing to the general teaching modes in the primary school, the experimental teaching plans can’t only improve kids’ adaptation and performance in learning Chinese but also stabilize learning effect. According to the results of this research, some suggestions are listed below. 1. Suggestions about the curriculum and teaching （a）Designing coherent curricula and teaching schedules（b）Offering more activities for preschool and primary school kids to interact with each other（c）Nurturing more professional teachers for preschool and primary school （d）Developing kindergarten kids’ abilities to make themselves fit after entering the primary school and extending learning environments to the primary school. 2. Suggestions for education ministries （a）Integrating curriculum standards and teaching regulations set for preschool and primary school （b）Raising the pupil-teacher ratio and considering to offer after school care（c）Unifying preschool education and thinking of the unification of the preparation normal education for preschool and primary school teachers（d）Scheming to extend compulsory education policy to kindergarten stage for the semester of Year 95. 3. Suggestions for future studies （a）Surveying present situations of the transition of kindergarten and primary school（b）Making assessments on transition from preschools’ point of view（c）Evaluating kids from different kindergartens（d）Studying a particular group of kids on their adaptation related problems.