学前班附设在小学,受小学管理,客观上就形成了小学化的环境。具体表现在:教育教学成分多,保育成分少,良好行为习惯的培养少;小学式的上课多,游戏活动内容少;室内教学多,有计划的外出观察学习少;识字多,口头语言训练少;写字计算多,兴趣和动手能力培养少;用考核评价小学教师的方法评价幼儿教师的成分多,而用符合幼儿年龄特点、教育理论评价幼儿教师成分少;用考试评价幼儿多,用卫生习惯、智力、能力评价幼儿少。根据以上“小学化”倾向的种种表现,我们制定 Preschool attached to primary schools, subject to primary school management, objectively formed a primary school environment. Specific performance in: education and teaching more ingredients, less childcare components, good habits and habits of training less; primary school-style classes, less game content; indoor teaching and planning to go out observation and study less; literacy and verbal training less ; Writing more computing, interest and hands-on ability to cultivate less; with the assessment of primary school teachers evaluate the composition of preschool teachers, but with the characteristics of young children, education theory evaluation of preschool teachers less; , Intelligence, ability evaluation less young children. According to the above “primary school” tendency of various performance, we formulate