Second, the guiding outline of kindergarten education emphasizes the following ideas:
1. Preschool education is an organic part of basic education and the basic stage of school education system and lifelong education. Kindergarten education should lay a good quality foundation for each child's short-term and lifelong development.
Kindergartens should work closely with families and society to create a good growth environment for children.
Kindergarten is an important place for children to live and study. Kindergarten education should enrich children's lives, meet their physical and mental development needs, and help them spend a happy and meaningful childhood.
4. Kindergarten education should fully respect children's experiences and experiences as learning subjects, respect their physical and mental development laws and learning characteristics, take games as the basic activities, and guide them to develop in a benign interaction with the environment.
5. Kindergarten education should fully take care of children's individual differences, provide opportunities for each child to develop their potential, and promote their due development at the current level.
Part II Educational Objectives and Content Requirements
First, kindergarten education should implement the national education policy, adhere to the principle of combining conservation with education, educate children to develop in an all-round way in physical, intellectual, moral and aesthetic aspects, and fully implement the goals of conservation education proposed in the Regulations on Kindergarten Work.
Secondly, the content of kindergarten education is extensive and enlightening, which can be divided into five aspects: health, society, science, language and art according to the scope of children's learning activities or in other ways. All aspects should include knowledge and skills, emotional attitude, activity methods and other aspects of learning.
Third, children's actual learning is comprehensive and holistic, and the division of kindergarten education content is relative. In the process of education, children should be integrated according to their learning characteristics, so that they can learn vividly through real and meaningful activities, gain a complete experience and promote the all-round and harmonious development of body and mind.
First, health.
-Enhance children's physique and cultivate healthy life attitudes and behavior habits.
(1) target
1. Adapt to the life in kindergarten and be emotionally stable;
2. Good hygiene habits and basic living ability;
3. Have a preliminary understanding of safety and health and know how to care for and protect yourself;
I like taking part in sports activities.
(2) Educational requirements
1. Establish a good teacher-student relationship and peer relationship, so that children can experience the happiness of kindergarten life and form a sense of security and trust.
2. Help children develop good personal hygiene habits such as eating, sleeping, washing and excreting, and care for public health.
3. Guide children to learn self-help skills and cultivate basic self-care ability.
4. Attract children with all kinds of interesting sports activities, especially outdoor and natural activities, cultivate children's enthusiasm for taking part in physical exercise and improve their adaptability to the environment.
5. Closely combine children's life and activities to carry out safety and health education to improve children's self-protection ability.
6. Develop children's coordination and flexibility in walking, running, jumping, drilling, climbing and other sports activities.
(3) Guiding points
1. Physical health and mental health are closely linked, so we should attach great importance to the importance of a good interpersonal environment to promote the healthy growth of children.
Teachers should give priority to protecting children's lives and promoting their health.
3. Children are not passively "protected". Teachers should respect children's growing independent needs, while caring for children, help children gradually learn to take care of themselves and enhance their self-protection ability.
4. Sports activities should respect children's physical development laws and age characteristics, and be careful not to carry out special physical training that is not suitable for children.
Second, science.
-Stimulate children's curiosity and desire to explore and develop their cognitive ability.
(1) target
1. Curious and able to find interesting things in the surrounding environment;
2. Like observation, hands-on operation and experiment, and actively seek answers;
3. Understand the quantitative relationship of things and explore things by simple methods such as comparison, classification and measurement;
4. Willing to explore, communicate and share their findings with peers;
5. Love animals and plants, be close to nature and care about the surrounding living environment.
(2) Educational requirements
1. Guide children to contact the natural environment, let them feel the beauty and mystery of nature, and stimulate their curiosity and interest in understanding;
2. Combine and apply life experience to help children understand the natural environment and understand the relationship between nature and their own lives;
3. Guide children to pay attention to common scientific phenomena around them, feel the convenience brought by technology to life, and sprout interest in science;
4. Provide children with opportunities for observation, operation and experiment, and support and encourage children to explore boldly with their hands and brains;
5. Help children know and understand the relationship between the shape and quantity of things, and form a preliminary concept of number;
6. Guide children to use the goods and materials around them to carry out activities and discover the various characteristics and functions of goods and materials.
7. Encourage children to reflect on their own exploration process and results in verbal and non-verbal ways, express their happiness, and communicate and share with others.
(3) Guiding points
1. Children's science education is scientific enlightenment education, which focuses on stimulating children's cognitive interest and exploration desire, and helping children learn to explore through observation, comparison, analysis and inference.
2. The process of learning science should be the process of children's active exploration. Teachers should let children find and solve problems with their hands and brains, encourage cooperation among children and actively participate in children's exploration activities.
3. Children's scientific activities should be closely related to children's real life, and teachers should make full use of things and phenomena around children as the objects of scientific inquiry.
Third, society.
-Enhance self-confidence and cultivate children's music groups, friendly attitudes and behaviors.
(1) target
1. I like to participate in games and various beneficial activities, and I am happy and confident in the activities;
2. Willing to associate with people, polite, generous and friendly;
3. Distinguish right from wrong and don't do things that you know are wrong;
4. Willing to accept the task and strive to do what you can;
5. Love parents, companions, hometown and motherland.
(2) Educational requirements
1. Guide children to participate in games and various activities and experience the fun of living with peers;
2. Strengthen the communication between teachers and students and their peers, cultivate children's intimate and friendly attitude towards people, teach necessary communication skills and learn to live in harmony;
3. Provide every child with opportunities to develop their strengths and gain a sense of success, and enhance their self-esteem and self-confidence;
4. Provide opportunities for free activities, support children to choose and plan activities independently, and encourage children to complete them seriously;
5. In common life and activities, help children understand the necessity of rules of conduct and learn to consciously abide by them;
6. Educate children to care for toys and other items and clean them up after use;
7. Guide children to contact people in the same occupation, understand their labor and its relationship with their own lives, and respect and appreciate them;
8. Expand children's understanding of the social living environment and stimulate their feelings of loving their hometown and motherland.
(3) Guiding points
1. Social learning is a comprehensive learning that spans different fields. Society is not an independent discipline, but a comprehensive research field. Social learning is often integrated into various learning activities and permeates all aspects of children's daily life.
2. Social learning has the characteristics of "subtle influence", especially the learning of social attitudes and social emotions, which is often not the result of direct "teaching" by teachers. Children learn mainly by accumulating relevant experiences and experiences in real life and activities. Teachers should pay attention to influencing children through the environment.
3. Teachers and parents are important sources of influencing sociology of childhood's learning. Imitation is an important way for sociology of childhood to learn. The words and deeds of teachers and parents have a direct and indirect influence on children and constitute their "role models" for learning. Therefore, adults should pay attention to their words and deeds and set a good example for children.
4. Children's social training needs the consistency of family and kindergarten education.
Fourth, language.
-Improve children's enthusiasm for language communication and develop their language ability.
(1) target
1. Like to communicate with people in language;
2. Be able to express your thoughts and experiences clearly;
3. Willing to listen and understand other people's speeches;
I like reading picture books and books.
(2) Educational requirements
1. Create a free and relaxed language communication environment, support, encourage and attract children to talk with teachers and peers, and experience the fun of language communication;
2. Cultivate children's habit of paying attention to listening and develop their language understanding ability;
3. Encourage children to express their thoughts and feelings in clear language and develop their language skills;
4. Educate children to communicate with people in polite language and form the habit of civilized communication;
5. Guide children to contact excellent children's literature works and let them feel the richness and beauty of the language;
6. Cultivate children's interest in simple marks and words that are common in life;
7. Use books and paintings to stimulate children's interest in reading and writing, and cultivate their skills before reading and writing;
8. Provide a language environment in Mandarin to help children get familiar with, understand and speak Mandarin. Help children in minority areas learn their own language.
(3) Guiding points
1. Children's language is developed in the process of application, and language education should be closely combined with children's real life and carried out in various activities.
2. Language learning has the characteristics of individuality. Teachers should pay attention to individual communication with children and free conversation between children.
3. Language ability is a comprehensive ability. The development of children's language is closely related to the development of their emotions, thinking, social participation level, communicative ability and knowledge and experience. Language education should be an interdisciplinary comprehensive education.
Verb (abbreviation of verb) art
-Enrich children's emotions and cultivate their initial interest and ability to feel and express beauty.
(1) target
1. Can feel the beauty in environment, life and art;
2. I like art activities and can boldly express myself in my favorite way;
3. Be willing to entertain, perform and create with your peers.
(2) Educational requirements
1. Guide children to get in touch with beautiful things and touching events in life and enrich their perceptual and emotional experiences;
2. Guide children to appreciate works of art and inspire them to express beauty and create beauty;
3. Provide opportunities for free expression and encourage children to express their experiences, feelings and experiences in different artistic forms;
4. Guide children to make toys and craft decorations with things and waste materials around them and experience the fun of creation;
5. Create conditions for children to show their works and guide them to communicate, understand and appreciate each other.
(3) Guiding points
1. Art is another language for children to express their knowledge and feelings. Children's art education should be carried out on the basis of guiding children to contact with the beautiful things in life and enriching their perceptual and emotional experience.
2. Art activity is an emotional and creative activity. Children should have a sense of pleasure and personalized performance in the process of artistic activities. Teachers should understand and actively encourage children's distinctive expressions and be careful not to turn art education into mechanical skill training.
The third part is the organization and implementation of education.
First, the goal of kindergarten education is achieved by teachers organizing educational activities purposefully and in a planned way, guiding children to take the initiative to participate, and accumulating learning experience beneficial to the all-round and harmonious development of body and mind in the activities.
Second, the educational activities in kindergartens are educational processes with diverse contents and forms. Various activities in a day's life in kindergarten are the basic way to educate children to develop in an all-round way.
Thirdly, the organization and implementation of education is the process of teachers' creative work. Teachers should make feasible and flexible work plans according to the Guiding Outline of Kindergarten Education and the actual situation of children in this class, and implement them flexibly.
Four, the choice of educational activities should be carried out in accordance with the relevant provisions of the second part of this outline, and at the same time reflect the following dialectical principles:
First, it not only conforms to children's interests and existing experience, but also points to new experiences that help to achieve educational goals;
The second is to be close to children's lives and consider future development needs;
Thirdly, it not only embodies the richness and modernity of the content, but also pays attention to the necessity and possibility of children's learning and the connection with the content of primary education.
Five, the organization of educational activities should give full consideration to children's learning methods and characteristics, pay attention to integrity, comprehensiveness, naturalness and fun, and integrate education into life and games.
Six, the organization form of educational activities should be arranged reasonably according to the needs, to provide children with diverse learning opportunities and conditions, and to improve the efficiency of education:
Flexible use of collective, group and individual activities according to time, place, content and children's learning characteristics;
Second, pay attention to maintaining an appropriate proportion between the activities directly directed by teachers and those indirectly directed to ensure that children have enough time to carry out activities independently every day.
Seven, the environment is an important educational resource, and children should be influenced by creating and effectively using the environment.
First, the space, facilities, activity materials and routine requirements of kindergartens should be conducive to triggering children's active exploration and peer interaction;
Secondly, teachers' attitude and management style should help to form a safe and warm psychological environment; Words and deeds should be a good example for children to learn.
We should take the community environment as available educational resources, guide children to actually participate in social life and enrich their life experience.
Eight, time is a precious life process, we should arrange and organize our daily life scientifically and reasonably, so that every time children spend in the park is meaningful.
First, the time arrangement should be relatively stable and flexible, which is conducive to the formation of a sense of order and can meet the needs of activities;
Second, try to reduce unnecessary collective actions and transitional links, and reduce and eliminate negative waiting;
Third, the group activities directly directed by teachers should meet the needs of the vast majority of children, so as to reduce and eliminate the "hidden" waste of time.
Fourth, establish good routine, cultivate conscious discipline and reduce unnecessary management behavior.
Nine, the process of implementing the education plan is the process of teachers' re-creation. Teachers should be the supporters, collaborators and guides of children's learning activities in the process of education.
Communicate with children in a caring, accepting and respectful manner. Listen patiently, try to understand children's thoughts and feelings, and support and encourage children to explore and express boldly.
Pay attention to and be sensitive to children's reactions in activities. When the planned activities or materials can't cause the expected response, we should take the initiative to reflect, find out the reasons, and adjust the activity plan or educational behavior in time to make it suitable for children's learning.
Third, be good at discovering the educational value implied in children's interests and accidents, seize the opportunity of education and give appropriate guidance;
Fourth, respect children's individual differences in development level, existing experience, learning speed and learning style, allow children to learn in their own way, and give necessary support and help so that every child can feel safe, happy and successful.
Ten, parents are important partners of kindergarten teachers. Parents should be attracted to take the initiative to participate in kindergarten education based on the principles of respect, equality and reciprocity.
First of all, introduce conservation education to parents to win their understanding and support;
Second, understand the characteristics of children and the needs of families, and carry out targeted education;
The cooperation of the three families makes the children's learning experience in the garden continue, consolidate and even develop in the family;
Attract parents to actively participate in kindergarten education.
The fourth part is educational evaluation.
First of all, the evaluation of educational activities is an integral part of kindergarten education. Teachers should consciously use evaluation methods to understand the suitability of education, adjust and improve their own work and improve the quality of education.
Second, the evaluation process of educational activities is a process for teachers to analyze problems, sum up experience and reflect on themselves by using professional knowledge such as children's development knowledge and preschool education principles, and it is also an important way for teachers to grow themselves.
Third, the evaluation of educational activities should focus on self-evaluation, and at the same time give play to the wisdom and cooperative spirit of teachers to jointly study and improve.
Fourthly, the evaluation of educational activities should be combined with teachers' practical work and naturally accompany the whole educational process.
5. Children's behavioral response is the most objective, frank and true evaluation of education. Teachers should attach importance to children's reaction as important evaluation information and an important basis for improving their work.
Six, the evaluation of educational activities should focus on the following aspects:
The objectives, contents, organization and implementation methods of educational activities, and whether the environment can provide children with a learning experience consistent with the educational objectives required by this guiding outline and meet the needs of children's all-round development;
Second, whether educational content and activities are suitable for children's interests and learning characteristics, close to children's lives and attractive to children;
Whether the content, methods and teachers' guidance of the activities are suitable for the development level and needs of most children also reflects the respect and adaptation to individual differences, so that every child can have a successful experience;
Whether the contents, methods and environmental conditions of education are conducive to children's active participation in activities and their exploration and creation with their hands and brains;
Whether the teacher's guidance is conducive to children's further exploration and thinking, and whether it is conducive to the expansion, collation and promotion of children's experience.