The Present Situation, Dilemma and Breakthrough of the Implementation of the Transition from Kindergarten to Primary School under the Policy of “Double Reduction”

Under the background of the “double reduction” policy, the transition from kindergarten to primary school has shown new changes. It is of great significance for China’s basic education to explore the implementation status, difficulties and ways to break the situation of China’s transition from kindergarten to primary school. In this process, the roles and functions of schools, society and families are different, and they have their own responsibilities and functions. Under the background of “double reduction”, there are identity-based cognitive biases among the subjects who implement the transition from kindergarten to primary school. This is related to practical difficulties such as the lack of supporting measures and cooperation mechanisms. In order to solve the related difficulties, it is important to take the policy of “double reduction” as the guide, eradicate the misunderstanding and form a clear understanding of the transition from kindergarten to primary school to realize the two-way transition between kindergarten and primary school curriculum and strengthen the teaching staff. At the same time, it is also necessary to develop an evaluation tool for school readiness to provide support for teachers to achieve more scientific school preparation and school adaptation. More importantly, it is necessary to improve the multi-party coordination mechanism and strengthen communication and cooperation among families, schools and social training institutions.