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这是一个悖论——小学新生在幼儿园或者辅导班已经学了汉语拼音、识字、算术基本运算,甚至英语会话,如果老师再从头教起,那么很多孩子就会失去兴趣,甚至厌学。于是,小学在一年级不得不尽量简化本属于教学计划中的内容,以较快的速度完成起始阶段的教学。幼儿园孩子的家长看到小学一年级加快了教学进度,于是强烈要求幼儿园提前教授小学阶段的知识,或者索性为孩子报相关的辅导班。于是,幼儿园教育小学化成为相当普遍的现象。就这样,小学教育与幼儿园教育功能错位、相互干扰,造成难以排解的纠结。
This is a paradox - elementary school freshmen have learned Hanyu pinyin, literacy, basic arithmetic and even English conversations in kindergarten or remedial classes. If the teacher starts from scratch, then many children will lose interest and may even be tired of learning. As a result, primary school in the first year had to try to simplify the content of the teaching plan, to complete the initial stage of teaching faster. Kindergarten children’s parents saw the first grade of primary school to speed up the teaching progress, so strongly urged kindergarten early stage of primary school knowledge, or simply for the children reported the remedial classes. As a result, kindergarten education became a very common phenomenon. In this way, primary education and kindergarten education function dislocation, mutual interference, resulting in difficult to resolve the tangle.