A Study on a Support System for Articulation from Kindergartens to Elementary Schools

本研究的重点是学前和学校教师在教育过渡时期在学前和学校年龄之间的信念上的差距、内容和方法。我们的研究揭示了一些与他们不同态度有关的事实，但当我们由网络当地教师和大学工作人员开发的行动研究时，网络可以作为艺术支持系统（A.S.S.），and enhance the articulation of the adjoManagement periods。We interviewed teachers at both institutions and Oracle zed their dialogues for their“ground rules”， and with the help of the A·S·S。工作人员，他们对教育的不同看法得到了证实。该团队还协助教师找到他们自己更好的动力和指导他们寻找解决方案，以帮助他们为他们的日常实践。这一研究支持A.S.S.合作承诺的影响。与幼儿园和小学之间的教育实践的艺术联系。

This study focuses on the gap of pre-school and school teacher's belief on the purpose, contents and approaches of education at the transition period between preschool and school ages. Our study revealed some facts related to their different attitudes, while we developed action researches by networking local teachers and the university staff, so that the network might function as a support system for articulation (A・S・S.), and enhance the articulation of the adjoining periods.We interviewed teachers at both institutions and analyzed their dialogues for their "ground rules", and with the help of the A・S・S. staff, their different views of education were revealed. The team also assisted the teachers find themselves better motivated and guided them to seek solutions for their daily practice. This study supports the effect of the cooperative commitment of the A・S・S. to articulated linkage of education practice over kindergartens and primary schools.