| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 101 === The purpose of this research is to explore the current status of how the transitional curriculum bridging a kindergarten and elementary schools is implemented in a primary school located in Taichung Taiwan. From the view point of teachers to study the strategies and suggestions. This research employed the qualitative study and related research data were collected through observation, interviews, collection of related documents, composition of research journal, and consultation with expert opinions.
Result of the research show that :
1. The view point of the primary school first grade about kindergarten-primary transition.
(1) The primary school first grade teacher wished that children were able to go to the bathroom, drinking water, eating and express their idea.
(2) Kindgarten or parents provided too much support will bring difficulties for the children to adapt the school life.
(3) The teachers place more attention on childrens’ learning attitude than academic learning capability. Too much supplemental courses , accomplishments and too early learing writing would result adapted problem for the children. The children would have more with the adapted problem on language learng and native language learing fields.
(4) Parents lack the principle will be extended separation anxiety. A higher proportion of the one-child encounters interpersonal adjustment problems. The interviewed teachers think that the children should develop the ability to actively expressed in the kindergarten stage.
(5) The complexity of the problem of communication between parents and teachers, Parents and teachers inconsistent discipline attitude will lead the children school adjustment difficulties.
2. The kindergarten-primary transition strategies from the view point of primary school first grade teachers.
(1) Addressing on the living adaption problem, to develop a series of incremental activities, create clear routines of a classes, picture books teaching, combined with classroom reward system and ask the parents with theirs support and assistance.
(2) The strategies of learning adaptation, include the classroom management skills, picture books, promote character education and other activities to develop good learning attitude, and the three major areas of development for the native language, language, mathematics, and other different coping strategies.
(3) For the interpersonal adaptation, to develop the comfort, encourage, discussion, group activities and other forms of coping strategies.
(4) For the parents and teachers communication issues, notice by contact book, by telephone, face-to-face communication, informing the administrative units of the school etc. these strategies have been developed successfully. But for the serious family upbringing problem, it still appeared to be inadequate.
Keywords：transition to primary school, school adjustment, iterpersonal adaptation, parents and teachers communication, phonetic symbols, coping Strategies.
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