24115.中英幼、小數(shù)學(xué)學(xué)習(xí)內(nèi)容的銜接狀況比較研究

1、學(xué)校代碼：1iJ27tJ廿婁號(hào)：G423掣必則緲上夠腳范大爹碩士專(zhuān)業(yè)學(xué)位論文中英幼、小數(shù)學(xué)學(xué)習(xí)內(nèi)容的銜接狀況比較研究學(xué)院：熬直莖院專(zhuān)業(yè)學(xué)位類(lèi)別：麴直亟專(zhuān)業(yè)領(lǐng)域：』!塋煎直研究生姓名：遙婷指導(dǎo)教師：鯉塞羞副麴援完成日期：2Q!Z壘縣3Q旦AbstractShanghaiNormalUniversityMasterofPhilosophyAbstractThey’retwocompletelydifferentlearningstagesf

2、orchildrenfromkindergartentoprimarysch001ButthesestagesarewhatwehaveartificiallydividedActuallychildren’ScognitivedevelopmentshowsnotonlyphasicbutalsocontinuousConsequentlytheconvergenceofkindergartenandprimaryschoolinma

3、thematicseducationbecomesparticularlyurgentandnecessaryFromtheaspectofschooleducation，it’SaproblemwhetherthemathematicseducationprovidedbykindergartenandprimaryschooliscontinuousInordertogetanswersfundamentallythispapers

4、ortsoutthemathematicslearningcontentrespectivelybyinterpretingtheprogrammaticdocumentsofkindergartenandprimarysch001Thenfromtheperspectiveofcontinuitythispaperanalysesthecohesionoflearningcontentsettingintheprogrammaticd

5、ocumentsofkindergartenandprimarysch001MoreoverBritainhasattachedgreatimportancetotheintegrationofbasiceducationandprimaryeducationsince1980sAndthelatestprogrammaticdocumentsofbasicandprimarystagewerejustissuedin2014Sothi

6、spaperselectsBritainasacomparisonobjectandalsoattemptstoanalyzethecohesionoflearningcontentsettingintheprogrammaticdocumentsofkindergartenandprimarysch001ThisarticletakestheprogrammaticdocumentsofbasicandprimarystageinCh

7、inaandBritainastheobjectofanalysisandsortsoutthemathematicslearningcontentofkindergartenandprimaryschoolinthetwocountriesBasedonchildren’Scognitivedevelopmentlawandmathematicslearningpsychologythispaperanalyzesthecohesio

8、noflearningcontentbetweenkindergartenandprimaryschoolinChinaandBritainrespectivelyInChina，itturnsoutthatthecohesionoflearningcontentinthefieldof“GraphandGeometry’’isbetterthanthatinthefieldof‘‘NumberandAlgebra”Thecohesio

9、noflearningcontentinthefieldof‘‘StatisticsandProbability”istheworstInBritain，theconvergenceoflearningcontentinthefieldof“Geometry’’isthebest，followedbythecohesionsoflearningcontentinthefieldsof“Measurement’’and‘‘Number’N

10、evertheless，thecohesionofleamingcontentinthefieldof“Statistics”isnotpositiveComparativelyspeaking，thecohesionoflearningcontentbetweenkindergartenandprimaryschoolinBritainisbetterthanthatinChinaOnthisbasis，thepaperreorgan