1. Fill in the blanks (65438+ 0 for each blank, a total of 20 points)

1, respect children's lives and follow the laws and characteristics of children's social development; Very educational.

2. Applicability and practicality

3. integration.

4. Understand and grasp new things, be good at adjusting yourself and establish a harmonious relationship with different people; Abide by social norms and make decisions based on information.

5. socialize.

6. egocentric.

7. The need for communication.

8. Prosocial behavior and antisocial behavior.

9. Safe children.

10, empathy.

1 1, Speech Guidance and Behavior Training.

12, observation of others' behavior and its reinforcement results; Action reproduction process.

13, childhood experience; "minor"

14, emotional autonomy.

Second, short answer questions

1. Briefly describe the research task of social education for preschool children.

There are three research tasks of preschool children's social education: one is to summarize the thoughts and practical experience of preschool children's social education in historical development, and provide ideological resources for the research and practice of preschool children's social education today. The second is to study the basic problems of social education for preschool children and reveal the basic principles and laws of social education for preschool children. This is the core task of preschool children's social education research. The third is to guide the practice of social education for preschool children and improve the level and effect of social education for preschool children by preschool teachers. This is the ultimate task of social education research for preschool children. ……

2. Briefly describe the general characteristics of children's social cognitive development.

(1) The development of children's social cognition is a process of gradually understanding social objects. First of all, the occurrence of baby's social cognition is a process of gradually understanding social objects, that is, distinguishing human objects from non-human objects, distinguishing one individual from another, and distinguishing self from non-self. Secondly, this process is also manifested in children's understanding of different emotions, behavioral intentions and social rules. Selman believes that in the development of children's ability to adopt opinions, distinguishing the intentional and unintentional behaviors of others is a key step in early development, and then children can gradually understand that people may have multiple intentions in the same behavior. On this basis, children find that they and others have different views and reactions to the same event, so that they can distinguish their views from those of others. (2) The development of children's social cognition is non-synchronous and non-constant.

Children's understanding of self, others, social relations and social rules, as well as people's emotions, emotions, behavioral intentions, attitudes, motivations and personality qualities. It doesn't start at the same time, and the development is not constant. The general trend of its occurrence and development is from knowing others to knowing oneself, and then to mutual relationship; From cognitive emotion to behavior, and then to psychological state; From understanding the body to psychology to society. Children of the same age have different levels of development in all aspects.

(3) The development of children's social cognition follows the universal law of cognitive development, but it is not completely influenced by cognitive development.

The researchers also believe that children's social cognitive development and general cognitive development are not completely parallel. It is not completely studied by cognitive development. Many studies have proved that the correlation coefficient between children's IQ and their ability to adopt opinions is generally medium or low. Because when children's general cognition reaches a certain level, individual's social cognitive ability is more influenced and restricted by social, cultural, educational and other factors.

(4) The development level of children's social cognition is closely related to social communication.

The objects of children's social cognition include not only people and their social relations, but also their social environment. Children are not only cognitors, but also active actors. They get to know society through social interaction with others. Previous studies have shown that the development of children's social cognition is closely related to their social interaction. First of all, children's peer interaction can promote social cognition. Secondly, the needs and motivations of children's communication are closely related to their social cognitive level.

3. What are the main negative effects that TV may bring to children's social development?

This negative effect is mainly reflected in the fact that 1) TV may make children's cognition distance from reality. Although TV comes from reality, it is expressed in an artistic way, and there may be many contents and pictures that are inconsistent with reality. Because children's rational thinking ability is still in a low stage, they mainly know and feel the world through their own senses. If you are exposed to such an aunt for a long time, it is easy to have cognitive bias and misunderstanding. 2) TV may affect the development of children's realistic communication relationship and social communication ability. Watching TV is done indoors. The more children watch TV, the less time they spend in outdoor activities, and the less contact their parents have with their peers, which may affect children's realistic social interaction, thus affecting the improvement of children's communication ability. 3) Some unhealthy TV programs may lead children to learn to imitate and have a negative impact on social development. In TV programs, there are quite a few contents that are unhealthy or unsuitable for children to watch, such as violence, murder, drugs, etc., and the unclear value orientation in TV programs also makes it easier for children to imitate. Moreover, some TV programs may also stimulate children's existing bad emotions, deepen dissatisfaction, make children have hatred, rebellion and other psychology, and then produce some problem behaviors. In addition to television, computers and the Internet are increasingly becoming factors that affect children's social development. As educators, we should take advantage of these modern media to avoid its negative impact on children's social development.

4. Briefly describe how the positive expectations and appropriate requirements of preschool teachers affect children's social development.

Pygmalion effect clearly explained the influence of teachers' expectations on students' education. In the kindergarten stage, because children are still in the heteronomy stage, they attach great importance to adults' evaluation of themselves, and at the same time they will have the desire to be "good children". Therefore, teachers' expectations and requirements for children will directly affect children's socialization.

Research and observation show that when kindergarten teachers have high expectations for children, they all show such high expectations at different levels, such as emotion, body language, oral language, teaching materials, praise and criticism. Such as smiling, nodding, staring at children, talking, asking questions and providing more game learning materials more often. On the other hand, children who are placed on hope by teachers are more likely to form a harmonious relationship with teachers on the basis of feeling the care and love of teachers. They tend to treat teachers and study with a positive attitude, with more self-esteem and self-confidence and positive enthusiasm. On the contrary, children who are ignored by teachers and have low expectations are more likely to show some negative behaviors. 5. Briefly describe the development trend of children's self-evaluation.

The development trend of children's self-evaluation is from trusting adults' evaluation to their own independent evaluation. In early childhood, children's evaluation of themselves is often just a simple copy of adults' evaluation, and they believe adults' evaluation of themselves without consideration. From then on, children's evaluation of adults is not easy to reproduce. If the evaluation is incorrect, the child will show resistance. It was not until late childhood that independent evaluation began to appear. Moreover, children's self-evaluation is often relatively simple, generally a dichotomy evaluation method, such as "good" and "poor"; It is difficult to make a comprehensive and detailed distinction between "smart" and "stupid" like adults. Therefore, kindergarten teachers should be cautious when evaluating children and need to correct objectivity. And try to give children as little qualitative evaluation as possible to avoid children deviating from self-evaluation because of the teacher's evaluation.

Evaluation is often subjective and emotional. In early childhood, children's behavior is greatly influenced by emotions, so they will also show emotional characteristics when evaluating themselves.

Preschool children's self-evaluation mainly stays in the evaluation of their external behavior. For example, preschool children can basically evaluate their appearance characteristics (such as height, fatness, etc.). ); However, the ability to comprehensively evaluate their abilities in all aspects is still relatively low.

6. Briefly describe the basic principles that should be paid attention to in the construction of educational environment in developmental ecology.

(1) Whether the collective education environment can improve children's intellectual development and learning ability depends on whether the natural environment limits children's activity opportunities; Whether there are enough articles and toys for children to use spontaneously; Whether adults have enough opportunities to participate in children's activities; Whether the interaction between adults and children can motivate children to complete tasks; Whether adults can create and maintain opportunities for children to participate in increasingly complex interpersonal relationships. (2) For a certain learning or rule, the real development lies in that children's perception and behavior can be transferred to other or higher environmental system activities. Therefore, curriculum design should try to provide opportunities to promote migration practice. (3) For children's own activities, if a third party participates in the supporting relationship, children's interaction with others in the micro-system will play a more effective role in promoting children's development. This means that, under certain conditions, the more social relations that can be mobilized to support kindergarten education, the more conducive to children's development. (4) For the cultivation of role consciousness, the role assumed in the activities in the environment has an important influence on the development of role consciousness; (5) For social adaptation, ecological change is often a turning point in the development process. When children enter a new environment, it is very important to establish a "psychological safety base" for them.

Third, the composition topic 1, try to discuss the relationship between social education for preschool children and courses in other fields.

Mr. Chen Heqin compared these five fields to five fingers of human beings, and they are closely linked. The five fingers of the five fingers are alive and retractable. According to the characteristics of children's physical and mental development, five-finger activities form an educational network in children's life, which is organized, systematic and reasonably woven in children's life. However, in this network, the social education of preschool children plays the role of the core and soul, providing direction and value orientation for other fields. That is, all education is to help children establish a proper relationship with the world and learn to be a healthy person who is beneficial to mankind. In preschool science education, we should not only let children learn to understand and explore the objective world scientifically, but also realize the relationship between human beings and the objective world and the responsibility that human beings bear for the objective world. Children's language education should not only teach children to express correctly and fluently, but also teach children to express sincerity and goodwill; Children's art education not only allows children and students to appreciate and create beauty, but also allows children to experience and understand the beauty of human nature. The level of these relationships and the level of human nature are what social education needs to pay attention to. Therefore, social education exists in all fields of curriculum. (4 points)

The relationship between them can be expressed by a vertebral body with preschool children's social education as the axis, health education as the bottom, language, science and art education as the three sides and preschool children's social education as the axis. From this picture, we can find that several fields are mutually supporting and infiltrating. The social education of preschool children depends on the content of other fields to a great extent, but it is in the center and core position in the curriculum field. (4 points)

We believe that the research significance of social education for preschool children as an independent curriculum field is greater than the practical significance. In the implementation of the curriculum, children's development is holistic, and the education of children is natural and should be holistic. However, the relative distinction between curriculum fields also has its necessary practical significance. Although we emphasize that children's learning should follow the logic of children's life more than the logic of knowledge, life and knowledge are not completely opposite. It is also a basic law of education to organize teaching according to the characteristics of children's knowledge learning. Because the learning of different types of knowledge has different characteristics and methods, such as the learning of personality and attitude is very different from the learning of language or operational skills, educators should naturally design different educational activities and adopt different influencing methods according to the learning characteristics of different knowledge to ensure the scientific and effective education. From the teaching point of view, this distinction is to help educators form a more scientific and appropriate educational consciousness. But in practice, the more educators can consider and implement education as a whole, the more beneficial it is to children's development. (4 points)

Have their own unique views (3 points)

2. How can preschool teachers create a positive spiritual environment for their children?

(1) Teachers can create a positive communication atmosphere for children and increase communication opportunities. For example, for children who have just entered the park, teachers can let them introduce themselves to each other, so that they can gradually eliminate the timidity of strangeness. In daily life, guide children to exchange their thoughts and feelings, understand the needs of others, and learn to empathize. (4 points)

(2) Teachers can also help promote children's social development by guiding them to care for each other. Children have difficulties in life or study, and teachers can guide children to help each other solve them. If a child falls, the teacher can ask other children to help him up; A child's handiwork is always bad, and the teacher can let the child who has done well teach him; When there are disputes between children, teachers can guide children to solve them themselves and improve their coordination ability. (4 points)

(3) Children can also enhance their understanding and friendship through festivals, story meetings, cooperative games and other activities, thus building the class into a United and warm family. In addition, the relationship between teachers in kindergartens is also an important factor affecting children's social development. The mutual care and cooperation between teachers can give children a sense of security and belonging, and also provide them with opportunities for learning. Therefore, teachers should get along well and cooperate with each other in their work. They shouldn't speak ill of other teachers in front of their children, slander their colleagues and slander each other. Class teachers and even all teachers should try their best to create a relaxed and warm spiritual environment for their children. (4 points)

Have their own unique opinions (3 points)

Four, analysis questions (each small 10 points, a total of 10 points)

Parent-child relationship is the first interpersonal relationship that children come into contact with from birth. Imitating parents' behavior is an important way of children's socialization. The concept of observational learning in social learning theory explains the process of children's imitation. It is also a kind of "vicarious reinforcement" that children can acquire and imitate a series of new behaviors by directly observing others' behaviors and observing the consequences of others' behaviors in social situations. (3 points) The mechanism of children imitating parents' behaviors and attitudes is complicated. Some scholars think that children get emotional acceptance or escape punishment from their parents in this way, while others think that children's behavior is driven by animal instinct, trying to gain control over the surrounding environment by imitating their parents' behavior. Therefore, parents in the family should pay attention to their words and deeds and provide a good example for their children to imitate. (3 points) Educators should not only communicate with parents to make them understand the far-reaching influence of their actions on their children, but also let Tao Tao learn to respect those who help, care and take care of us through some activities in kindergartens (such as role-playing and storytelling) (4 points).

Five, the application problem (each small 10 points, a total of 10 points)

Scoring standard: Understand the corresponding ability and knowledge requirements (3 points), be able to objectively analyze their own problems (3 points), and make objective and feasible learning and improvement plans (4 points).

Pre-school Children's Social Education Homework 2 Reference Answers (Chapters 3-4)

1. Fill in the blanks (65438+ 0 for each blank, a total of 20 points)

1, orientation; regulate and control

2. Social development needs.

3. Value and appropriateness.

4. Social education goals of preschool children; Knowledge of related disciplines.

5. Children's interests and life experiences, and the needs of social, political, economic and cultural development.

6, randomness and unintentional, emotional drive.

7. Access method.

8. Behavior practice.

9, trial and error plus practice, strengthen practice.

10, narrative method; Inconvenient or impossible to detect directly.

1 1, empathy training method, similar emotions.

12, imperceptibly.

2. Short answer questions (5 points for each small question, 30 points in total)

1. Briefly describe the holistic principle of children's social education goal construction.

The principle of wholeness is to establish a whole hierarchical structure view when constructing the social education goal of preschool children. This view of integration includes horizontal category integration and vertical hierarchical integration. Horizontal category integration includes the integration of children's social cognition, social emotion and social behavior. The social development of preschool children is the coordinated development of these three aspects, which avoids the phenomenon that only cognition is emphasized and emotional and behavioral development is ignored. It is a whole, which should include avoiding attaching importance to knowledge transmission and neglecting emotional cultivation and behavioral habit cultivation, and the three are organically coordinated. Horizontal category integration also includes the integration of children's social education goals in various education systems, that is, the social education goals of family, society and kindergarten should be basically the same, forming educational synergy and promoting the healthy development of children. Vertical level integration mainly refers to the integration of goals at all levels of preschool children's social education, that is, the goals between interrelated levels are interrelated and mutually supportive.

2. Briefly describe the overall goals and characteristics of social education for young children.

In the "Guidelines for Kindergarten Education (Trial)", the following general goals are put forward in the social field: "Being able to actively participate in various activities and have self-confidence; Be willing to associate with others, learn to help, cooperate and share with each other, and be compassionate; Understand and abide by the basic social behavior rules in daily life; Can work hard to do what you can, not afraid of difficulties, and have a preliminary sense of responsibility; Love parents, elders, teachers, companions, collectives, hometown and motherland. " The characteristics of the general goal of children's social education are: first, standardization. Second, commonness. Third, the orientation of learning results. Fourth, analyzability. Fifth, scalability.

3. Briefly describe the problems that should be paid attention to in the cooperation between kindergarten and family.

Kindergarten and family cooperation need to pay attention to the following issues:

(1) gain the trust of parents.

(2) Communicate effectively with parents.

(3) Parents and kindergartens are consistent in educational concepts and attitudes.

(4) Fully tap and utilize parents' resources.

(5) Parents should participate in kindergarten decision-making.

4. Briefly describe the problems that should be paid attention to when applying behavior evaluation method.

Attention should be paid to the application of behavior evaluation method:

(1) According to the principle of positive education, the behavior evaluation method should give priority to praise and positively guide the social behavior of preschool children.

(2) Behavior evaluation should be timely and consistent. On the one hand, behavioral feedback should appear in time after preschool children's behavior is good or bad.

(3) The evaluation should be specific and avoid ambiguity.

(4) Strengthening measures should not be used too frequently.

(5) The evaluation methods should be diversified, and different evaluation methods should be selected according to different occasions and different personalities of preschool children.

(6) Guide children to evaluate themselves and each other.

5. What are the basic characteristics of a good environment in a positive sense?

(1) is rich in substances.

(2) Tolerance and acceptance in the atmosphere.

(3) It is clear and necessary in system.

(4) The design is tendentious or suggestive.

6. Briefly describe the connotation and application requirements of the life and suitability of preschool children's social education content selection.

The principle of life means that the content of social education for preschool children should start from children's life as far as possible, and choose the content according to children's life experience and reality, which can enrich children's life experience. Suitability refers to the choice of social education content for preschool children. According to the goal, the needs of children's development and social and cultural development, we should choose the content that is helpful to children's development and can be understood by children. The former principle is put forward on the basis of learning experience, and the latter principle is put forward on the level of learning development. According to these two principles, attention should be paid to the selection of social education content for preschool children: (1) Choose the content that children need and are familiar with. (2) Choose content that children can understand and is beneficial to their development.