The Study on Learning Adaptation of Preschool-Primary Transition -Taking Sing-Fu Elementary School in Nantou County as An Example

• Main Authors: Chao-Chin Huang, 黃沼槿
• Other Authors: Fu-Chih Sun
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/884tw7

碩士 === 朝陽科技大學 === 幼兒保育系 === 102 === This study focused on first grade students in Hing-Fu Elementary School. The aim of the study is to investigate the current situation and issues in learning adjustment for first grade students who have just undergone the Preschool-Primary Transition, the strategies and views of the teachers for tackling these issues, and the factors that affect learning adjustment in the Preschool-Primary Transition. By observation, interviewing and collecting relevant documents, this study has summarized the following research findings. 1. Current Situation and Issues of the Learning Adjustment in the Preschool-Primary Transition (1) Course Content: learning adjustment issues often occur in the areas of Chinese and mathematics. Learning Chinese characters is another phase of adjustment. Learning performance tends to favor girls over boys, and students who went to private Preschool over those who went to public Preschool, although students who went to public Preschool tend to improve much more in score than those who went to private Preschool. Students find it hard to adjust to the increased amount of school work and homework. There is also difficulty in correcting the right pen-holding posture. (2) Learning Environment: slow adjustment to the order of classes and changing classrooms. Not adjusted to sitting in class for long periods of time. (3) Learning Method: lack of ability to read and understand the question affect the ability to answer. It takes a long time to teach students test-taking techniques. Some students answer without reading the question, and some do not check the answer after completing the exam. (4) Learning Attitude: students from public Preschool have better attitudes toward learning. Girls display a better attitude toward completing and submitting work than boys. Students from private Preschool tend to have a harder to time concentrating on learning. 2. Strategies and Views of the Teachers on Learning Adjustment Issues. (1) Strategies: slow down the pace during Zhuyin (phonetic reading) sessions to give some students time to catch up; meanwhile, teach the students who have mastered Zhuyin to use the time to revise work or do some reading. Use a mixture of active and quiet activities at first, and then gradually introduce the students to the mode of teaching used in elementary school. (2) Views: too much time spent on Zhuyin in Preschool does not help students. If the students had previously been taught using incorrect methods, it would increase the burden to both the students and the teachers. Students from public Preschool tend not to have issues in learning adjustment, although they need more assistance in learning the course content. Students from private Preschool tend to be the opposite. This is related to the pre-school experience. It is recommended that Preschool not teach writing characters, but if they do insist, they should pay attention to how the children hold their pen to ensure correct posture. Incorrect posture will be difficult to be corrected later in elementary school and has a great impact on the students. Parents should also take part in the learning adjustment issues. 3. Factors of Learning Adjustment in the Preschool-Primary Transition Gender, preschool experiences, course content and teaching methods, strategies and teacher guidance, and family. The researchers provide education staff, education organizations and parents recommendations based on the findings of this study. Key word：Public Preschool,Private Preschool,Preschool-Primary Transition,Learning Adaptation