First, teachers bear multiple pressures such as safety, teaching and family communication.
According to some teachers' feedback, the challenges faced by teachers at the beginning of class resumption mainly include the following aspects:
Teachers' psychological support system is relatively lacking. According to previous surveys, kindergartens still lack attention to teachers' emotional and psychological needs. Some kindergarten teachers admit that they were afraid and worried when they first resumed school. What if the child is infected? What if I get infected? I am also worried that parents don't understand the practice of epidemic prevention in kindergartens and put forward excessive and special requirements. However, teachers' fears, worries and anxieties have not received active attention at the kindergarten level. Affected by the epidemic, the collective life after returning to school is very different from the past. For example, children need to wear masks, wash their hands repeatedly, and take their temperature many times. After the adjustment of one-day tour activities, group activities have decreased, and the pick-up location, distance and personnel have also changed. These changes make children feel uncomfortable and impatient, which increases their loneliness. Even in the face of normal kindergarten life, children need to readjust their daily routine and routine.
It is difficult to organize and implement the one-day activities, but the pre-judgment and preparation before the resumption of classes are insufficient. Before the resumption of classes, kindergartens have made full preparations and studies on the epidemic prevention, health care, conservation and epidemic prevention mechanism after the resumption of classes, but it is not enough to predict the organization of one-day activities and the changes of specific education and teaching activities. Some situations can be handled well before resuming school, but many details are not fully predicted after resuming school, which leads teachers, especially new teachers, to devote a lot of energy to meeting challenges rather than education and teaching itself at the initial stage of resuming school.
There is a growing demand for communication at home, but online communication is inefficient and fragmented. There are three main reasons for the increase of online communication at home after the resumption of classes: first, because classes have become the gates of kindergartens, the pick-up and drop-off places for each class are limited; Second, although parents have? The beast returned to the cage? Expectations, but when the children really return to kindergarten, parents also have an adaptation period; The third is the interaction between teachers and children, which has changed from a common online field to an offline field invisible to parents. When the epidemic has not really left, their hearts are full of worries.
Second, build a teaching and research platform to promote mutual assistance among teachers.
Conduct teaching and research on the organization and implementation of one-day activities. For example, how to effectively organize the activities of the day after dispersing seats, how to give individual support to children, how to effectively reduce the passive waiting of children after carrying out life activities in batches, and how to solve the problems of fragmented and inefficient communication at home. Kindergartens should build mutual aid platforms at kindergarten level, grade group level and class level, such as fixed teaching and research time or online communication, face-to-face teaching and research, etc. And help teachers deal with common and individual problems through multi-level teaching and research platform. Carry out teaching research on children's psychological and behavioral changes in the early stage of resumption of school. After the resumption of school, teachers should fully understand the children's behavior at home, expectations and concerns about the resumption of school, and be aware of it. At the same time, from the standpoint of children, observe and think about the impact of epidemic prevention work in kindergartens on children's life in the park, and how to help children actively adjust. In addition, teachers should pay more attention to the psychological and behavioral changes of children in this class. Recognize strangers? The impatience of taking your temperature, the gaffe when you want to play some games, and so on. , and found in time, give personalized support.