Jiahong Sun

In recent years,with the introduction of key national policies such as"interdisciplinary integration"and"preschool-to-primary transition education",increasing emphasis has been placed on cultivating students'comprehensive qualities,making science education and nature education research hotspots and development priorities.Taking preschool-primary transition policies as the starting point,this paper employs literature research methodology to systematically review and analyze domestic and international research status.It further examines existing issues while proposing corresponding strategies and recommendations to promote the integration of nature education and science education during the preschool-primary transition phase,aiming to provide reference for subsequent pedagogical research and practical implementation.

early childhood to primary school transition; science education; nature education; disciplinary development

[1] Song,J.N.(2018).The Enlightenment of Comenius and Rousseau's Natural Education Philosophy on Modern Education.Policy Exploration(Second Half),(5),69. [2] Yu,J.Y.,&Qiu,X.Q.(2021).All possibilities lie beyond the door:Natural education philosophy and practices in Danish kindergartens.Comparative Education Review,43(11),105–211. [3] Yang,S.S.(2023).A study on nature-immersed education practices:Lessons from European forest kindergartens [Unpublished master’s thesis].Ningbo University. [4] Xia,X.J.,Dong,Y.,&Bai,Y.(2016).The implications of U.S.STEM education for science education in Chinese primary and secondary schools.Journal of Southeast University(Philosophy and Social Science Edition),18(S1), 169–171. [5] Yang,S.(2022)."Science education"or"nature education"?A review of the American nature study movement. History of Education Research,4(3).

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