On the Right-Obligation Structure of "Transition from Kindergarten to Primary School" in Preschool Education Law

With the implementation of the Preschool Education Law, the rights and obligations of "transition from kindergarten to primary school" have been promoted to the agenda of national rule of law, and the law provides a window for the system to be embedded in order to break the separation of school segments. The rights and obligations structure of "linking kindergarten and primary education" has become the key situation to test the continuity principle and the difference repair mechanism of the law. It encounters some practical dilemmas, such as the educational erosion of life rhythm in the transition from childhood, the semantic fracture of knowledge construction in the convergence stage, the structural collapse of resource justice in the convergence practice, and the power vacuum of responsibility mechanism in pluralistic governance. Its causes lie in the hierarchical fracture of institutional structure, the absence of vertical legislative transition zone and the horizontal coordination imbalance; Performance locking of organizational kinetic energy and logical dependence of cohesive innovation driven by hierarchical governance; The fault accumulation of professional knowledge, the imbalance of teachers' capital across different periods and the mismatch of curriculum language; Cultural collusion of family strategy and structural erosion of competitive parenting order on development suitability. Based on this, the practice of the right-obligation structure of "transition from kindergarten to primary school" in China should be based on the closed loop of legal system planning and responsibility chain, driving the coupling of "preschool-obligation" norms; To build a community of pre-school and primary education in districts and counties by governance platformization and resource balance; Promote the two-way empowerment of cross-school teachers with professional community and curriculum transformation; Rebuild the public narrative of development suitability with social co-education and cultural guidance.