From kindergarten to elementary school, from elementary school to junior high school, and then from junior high school to high school, each stage of transition is accompanied by significant changes in learning environment, curriculum content, teaching methods, and behavioral norms. The depth of knowledge and the requirements for self-directed learning are synchronously enhanced, and each stage transition point tests students' adaptability. Effective transition between academic stages is not only the key to ensuring students' physical and mental health development and continuous academic progress, but also an inherent requirement for breaking down barriers between stages and achieving overall and coherent education. However, in current educational practice, some parents still have the concept of "advanced education", and there are disguised subject training in off campus institutions. The tendency towards single evaluation has not been fundamentally reversed, and the transition between academic stages is facing explicit or implicit obstacles such as barriers between subjects, prominent knowledge-based tendencies in transition content, simplified and formalized transition methods, and utilitarian orientation in transition evaluation. The growth of students is a continuous, gradual, and dynamic process full of individual differences. The division of academic stages is based on the convenience of administrative management and curriculum organization, but children's physical and mental development, cognitive structure construction, and social emotional maturity are not completely synchronized with it. Therefore, educators should clearly recognize that the transition between different stages of education is not simply about "early learning" or "adaptation training", but rather the reconstruction of students' cognitive structure and psychological mechanisms. It is a systematic project that involves the cultivation of habits, time management abilities, independent exploration abilities, emotional regulation abilities, social communication abilities, and other core competencies of students. It is a paradigm shift in education from "segmented training" to "whole process education". The ultimate goal of education is not to "rush", but to cultivate lifelong learners and well-rounded individuals. As a crucial link in the education chain, the transition between academic stages is not only a deeper respect and return to the laws of education, but also to ensure that every student's growth journey is continuous, complete, and full of vitality. To eliminate the tendency of "advanced learning" and "knowledge rush", a three-dimensional support system should be constructed from multiple aspects to truly build a smooth upward growth ladder for students, and achieve comprehensive adaptation and long-term development of students' knowledge, abilities, and psychology. Establish a continuous development education concept and consolidate the conceptual foundation of the three-dimensional support system for school stage connection. The cornerstone of successful reform lies in the fundamental transformation of the educational philosophy of the entire society. Education administrators, teachers, parents, and others should abandon the mindset of solely focusing on academic advancement, avoid the alienation of advanced education, and truly establish a continuous development concept based on students' lifelong development. It should be fully recognized that the standard for successful transition between academic stages is not only that students can quickly adapt to the academic competition of the new stage, but also includes the good development of their core competencies such as psychological resilience, learning interests, and social skills. To build a continuous lineage of skill advancement from gamified exploration in kindergarten to structured learning in primary school, and then to critical thinking cultivation in secondary school, to achieve a spiral rise in scientific literacy from primary school enlightenment to high school deepening, and to avoid school stage gaps. It is necessary to break down the recognition that the division of academic stages is a natural boundary for students' development, and clarify that the core of the transition work is to support students in achieving stable growth, rather than artificially "promoting maturity". Refactoring the curriculum and teaching system, and improving the practical carrier of three-dimensional support for stage connection. At present, it is urgent to break down the barriers of the "each managing one section" curriculum teaching system, carry out integrated design, and achieve vertical integration of the knowledge system. We need to establish a cross disciplinary curriculum development mechanism, organize joint discussions among teachers from kindergarten, primary school, and junior high school, and based on the cognitive development laws of students, serialize and decompose core literacy and key ability goals. The transition from kindergarten to primary school focuses on cultivating children's physical and mental adaptability. Children need to shift from "gamified learning" to "systematic knowledge learning", and reduce psychological problems such as anxiety and isolation by cultivating time management, social skills, and learning interests. The transition from primary school to junior high school requires strengthening self-learning, time management, and emotional regulation abilities, adapting to the reality of increased curriculum difficulty and changes in social environment. The key to achieving a qualitative leap in knowledge system and learning methods in the transition from junior to senior high school is to cultivate students' self-learning and problem-solving abilities through the integration of courses. To promote flexible and gradual changes in teaching methods, lower grades of primary school can retain some gamified and activity-based learning methods; The teaching in junior high school should shift from "support" to "release", gradually increasing the proportion of inquiry based learning; High school should provide more diverse choices and more open learning spaces. Build a teacher training community and establish a solid resource foundation for the three-dimensional support system of school stage connection. Teachers are the key executors of the transition between learning stages. However, there is a structural contradiction in the current teacher training system between fragmented learning stages and fragmented content. Teachers lack competence in teaching across different stages, and have not yet grasped the coherence of subject knowledge logic and the stage characteristics of students' cognitive development. They lack the systematic thinking and sustainable educational ability required for cross stage teaching, which significantly restricts the connection between different stages. To overcome this challenge, it is urgent to establish a cross school teacher joint teaching and research system, build a cross school teacher training community, implement the "kindergarten primary school junior high school high school" four level teacher workshop, establish a linkage teaching and research group, and accurately locate students' cognitive weaknesses through regular consultations, lesson plan discussions, teaching observations, learning situation analysis, etc., to achieve consistency in "teaching learning evaluation". At the same time, the education management department can establish a mechanism for cross disciplinary exchange and rotation of teachers, encourage and support teachers to engage in cross disciplinary "walking teaching" or "shadow learning", personally experience the teaching situation of adjacent grades, break the isolated state of teachers' "each teaching a section", enhance teachers' cross disciplinary teaching ability and subject integration literacy, and form a joint force for education. Reform the evaluation mechanism and activate the active core of the three-dimensional support system for academic transition. Evaluation is the "baton" of reform, and we must reform the current utilitarian evaluation tendency that only focuses on scores and further education. To explore the establishment of a transitional period "value-added evaluation" system that promotes student development, pay attention to students' progress and changes during the transition period, incorporate non intellectual factors such as learning quality, psychological adaptation, and social interaction into the evaluation scope, establish growth records, record the continuous development trajectory of their core competencies, and reverse the single score oriented approach. During the transition period, this file should be handed over as important information to the next stage school, so that teachers can quickly and comprehensively understand the students. At the same time, the evaluation of schools should introduce the assessment of linkage effectiveness, incorporating the quality and effectiveness of stage linkage work into the comprehensive evaluation of school education quality, guiding schools to regard linkage work as an important reflection of their respective responsibilities and educational level. In addition, a dynamic feedback mechanism should be established to build a closed loop from analysis and diagnosis to plan implementation and continuous evaluation, and the evaluation results should be used to optimize connection strategies, adjust course settings, and improve teaching methods. Strengthen the collaboration between families, schools, and communities, and consolidate the joint efforts of promoting a three-dimensional support system for the connection of academic stages. In the process of building a scientific chemistry stage connection system, home school community collaboration should not be seen solely as an external support link, but should be designed systematically and institutionalized to form an educational community with "shared goals, shared responsibilities, and complementary functions". Firstly, parent mentors and partner family plans can be introduced to allow experienced families to lead new families, and based on the individual situation of students, personalized family support plans can be jointly developed with parents to accurately gather the power of home and school. Secondly, led by the community, the resources such as libraries, science and technology museums, and enterprises within the jurisdiction will be integrated into a system, and a map of social practice bases connecting academic stages will be drawn to tailor practical courses that match the connection goals. At the same time, we will enhance our educational diagnostic capabilities, accurately identify students' real needs, and shift from "what we want to give" to "what students need". Based on this, we will construct a dynamic monitoring and evaluation mechanism that includes observation, interviews, and assessment tools. During critical transition periods, we will continue to track students' psychological states, learning habits, and social situations to ensure that support resources are directed to where they are most needed. (Xinhua News Agency) Author: Li Weixu Jiabin (Associate Professor at the School of Education, Guizhou Normal University; PhD student at the Institute of Education Science, Huazhong University of Science and Technology)