实施科学幼小衔接有助于对下一代进行素质教育，促进幼儿终身学习和持续发展。儿童作为幼小衔接的亲历者，可以为科学幼小衔接提供真实可靠的支持材料。本研究对教师、家长、儿童三方主体展开访谈，邀请儿童作为研究的参与者，在访谈中实施马赛克方法中的材料刺激法和魔毯法进行自由讨论，了解了内蒙古自治区一所小学4名一年级儿童在幼小衔接过程中的经历、困惑和期待，并与家长及教师访谈的结果进行对比，得出结论。通过分析访谈内容，本研究发现：参加以文化课教育为主要内容的幼小衔接班仍是儿童在衔接过程中的重要活动；儿童可以认知到小学与幼儿园在校园环境与教学设施、课程安排与学业压力、同伴交往与师生交往三方面的许多不同；儿童在学业与师生交往方面存在较多不适应，并期待来自朋友和老师的帮助。本研究最终提出关于更好推进以儿童为中心的幼小衔接的三条建议：建立科学幼小衔接观念；发挥年长同伴的积极作用；课堂要生动、教师要亲切。

The implementation of scientific connection between young children is helpful to the quality education of the next generation and promote the lifelong learning and sustainable development of young children. Children, as the witnesses of trasition to school, can provide authentic and reliable supporting materials for scientific trasition . In this study, teachers, parents and children were interviewed, and children were invited as participants to study the experience, confusion and expectation of four first-grade children in a primary school in Inner Mongolia Autonomous Region, and compared the differences between the young convergence in children's eyes and that in parents' and teachers' eyes. By analyzing the interview content, this study found that: it is still the main way for children to receive bridging education to participate in young bridging classes with classical education as the main content; Children can recognize many differences between primary schools and kindergartens in campus environment and teaching facilities, curriculum arrangement and academic pressure, peer interaction and teacher-student interaction; There are many maladjustments in children's academic interaction with teachers and students, and they expect help from friends and teachers. Finally, this study puts forward three suggestions on how to better promote the child-centered young convergence: to establish a scientific concept of young convergence; Give full play to the positive role of older peers; The classroom should be lively and the teachers should be kind.