Put forward some novel views on kindergarten education.
abstract
This book is formulated on the basis of summarizing the experience of early childhood education reform in China in recent years and fully absorbing the excellent ideas and research results of early childhood education in the world. Based on the reality of preschool education reform in China, the Outline adheres to the Party's educational policy and the concept of comprehensively promoting quality education. Advocate advanced educational concepts, such as respecting every child and respecting the laws of children's physical and mental development; Strive to embody the concept of lifelong education; The concept of close integration of society, culture, environment and education; Strive to realize the idea that the purpose of education is suitable for the possibility of children's development, and promote the interaction between teachers and children and grow together.
catalogue
Speech at the National Symposium on Early Childhood Education (Preface) Retrospect and Prospect of the Development of Early Childhood Education in China —— Speech at the National Conference on Early Childhood Education —— Notice of the Ministry of Education on Printing and Distributing the Guiding Outline of Kindergarten Education (Trial) Part I Analysis of the Background and Basic Ideas of the Guiding Outline of Kindergarten Education (Trial) The new outline and the concept of child development in early childhood development teaching and learning integrate all resources to form an educational synergy. Promoting children's development Part II: The educational content of the Guiding Outline of Kindergarten Education (for Trial Implementation) The holistic view of preschool education, the knowledge view of the new outline and the content of kindergarten curriculum 1. Protecting Children's Life and Promoting Children's Health —— Interpreting the New Outline of Preschool Children's Health Education and Social Education in Kindergartens —— Interpreting the spirit of the guiding requirements of kindergarten language education in the Outline. The New Outline of Children's Science Education and the Reform of Children's Art Education Part III Implementing the Guiding Outline of Kindergarten Education (Trial) Building an Active and Effective Interaction between Teachers and Children (Trial) Attachment: Inserting a glass with snowflakes in the generation of the theme of "Crab", three ways of effective interaction between teachers and students The new outline and the new outline of preschool teachers' professional quality and the new outline of preschool teachers' professional growth, the new concept of kindergarten education management and the guiding outline of high-quality preschool education in rural areas Part IV: Multiple Intelligence Theory and kindergarten education evaluation (Trial)
1, kindergarten quality education = music+art+activities
Some teachers think that kindergartens have no pressure to enter higher schools and no score evaluation. The daily activities are mainly singing, jumping and drawing. Haven't we been implementing quality education? Actually, it's not. This is only one aspect of quality education. Quality education is not only "comprehensive" but also "developing". Realizing "development" is by no means a simple addition of subjects. It requires us educators to create conditions for learners to give full play to their subjective initiative, take the initiative to learn, learn insightful, apply what they have learned, and change "asking me to learn" into "I want to learn", "I love learning", "I am good at learning" and "I will learn". This is an arduous process, and it is also a problem worthy of our kindergarten teachers' in-depth thinking.
2. The goal of kindergarten quality education is to cater to parents' psychology and create a "characteristic garden".
2/kloc-the society in the 20th century is a competitive society, and every parent hopes that his children will have a skill and a foothold after entering the society in the future. In order to cater to parents' psychology, some kindergartens make them into "music characteristic parks" and "art characteristic parks", thinking that this can not only embody the concept of quality education, but also expand the number of students. Isn't it killing two birds with one stone?
It is true that we are not opposed to forming the characteristics of parks in the process of natural development. However, it is not the purpose of quality education to publicize characteristics and cater to parents, let alone a park to show off slogans. We don't deny characteristic education, but emphasize how to treat characteristic education. We believe that we should talk about characteristics on the basis of meeting children's various development needs, and should not regard the characteristics of personal skill training as a way of all-round development. Characteristic projects can penetrate the all-round development of education, rather than individual characteristic intensive training. Even if a child wants to acquire a skill through a certain characteristic education, it should be based on the child's interest and development possibility, rather than letting all children locate on a certain characteristic. For kindergartens, the core goal of quality education should be: from the reality, at the beginning of children's life, help them sow the seeds of essential quality in the whole growth stage, and take care of them patiently and meticulously, expecting that one day, these seeds will bloom in colorful flower of life.
Second, the focus of quality education in kindergartens
The general principle of the Guiding Outline of Kindergarten Education clearly points out: "Kindergarten education is an important part of basic education and the basic stage of school education and lifelong education in China. Kindergartens should proceed from reality and implement quality education according to local conditions to lay a good foundation for children's lifelong development. " We must adjust the value orientation of preschool education according to the new basic education concept.
1, Cultivation-Cultivating good habits is the primary problem of implementing quality education in kindergartens.
An example: Nobel Prize winners met in Paris, and a reporter asked, "Which university and laboratory did you learn the most important thing?" The white-haired scholar replied, "In kindergarten." "What did you learn in kindergarten?" The scholar replied, "Give half of your own things to the children. Don't take things that aren't your own. Put your things in order. Wash your hands before eating, apologize for doing something wrong, rest after lunch, and pay attention to the nature around you. Fundamentally speaking, all the things I have learned are these. " It can be seen that early childhood is an important stage to form good habits and plays an extremely important role in people's life development. Mr. Chen Heqin's eldest son talked about such a trivial matter. When he was very young, his father made him sit in the bedpan early in the morning. He stood up and ran around, and his father pulled him back and sat down. After a while, he got into the habit of defecating in the morning, which benefited him for life. The same is true of kindergartens. We train children to wash their hands before meals, clean up after playing with toys, help children with difficulties, and have good study habits, which can not only ensure children to adapt to a happy collective life quickly, but also help their future development. If it is not cultivated in time, it will form bad habits, which are difficult to correct, and both children and adults will be affected.
2. Enlightenment-intellectual enlightenment is an important way of quality education in kindergartens.
There is a great misunderstanding on this issue at present. Many people understand that the so-called intellectual development focuses on instilling and memorizing some knowledge. For example, many parents have special expectations for their children's reading, writing and arithmetic development, and some parents have higher requirements for their children's artistic skills development. This pressure makes some kindergartens ignore the all-round development of children's attention, observation, thinking, imagination and creativity and the cultivation of non-intellectual factors. The essence of quality education should be to fully explore and sublimate the diversified potential intelligence of the educated, attach great importance to the individual differences of children, and "take seriously the characteristics, interests and goals of each child and help them realize their potential as much as possible." (Gardner) We should attach great importance to the real life information from children, attach importance to their intelligence and help them engage in life activities effectively.
3. Healthy mind-Cultivating children's healthy and perfect personality is the core requirement of quality education.
It contains two meanings: one is good health; The second is mental health. Children's physical health is characterized by sound development and basic self-care ability; Children's mental health is characterized by a happy mood and adaptation to collective life. Health education is the education of the first concept. Promoting children's physical and mental health development is not only the fundamental goal of early childhood education, but also the ultimate goal of early childhood health education. Physical health is the foundation of children's physical and mental health, and mental health is the key to children's physical and mental health. Healthy children are not only healthy children, but also happy, positive, bold, confident, sociable and fearless children. Children's health education is closely related to children's quality education, which provides a theoretical basis for children's health education. Cultivating children's healthy and perfect personality from an early age plays an extremely important role in people's life development.
Third, the requirements of quality education for preschool teachers.
1, establish the educational concept of "people-oriented".
The Guiding Outline of Kindergarten Education clearly advocates the concepts of respecting children, protecting children's rights and promoting children's all-round and harmonious development, and clearly points out the concepts of "taking children's development as the foundation", "laying a good foundation for children's lifelong development", "jointly creating good conditions for children's development", "meeting their needs in all aspects, so that they can gain experiences beneficial to physical and mental development in a happy childhood" and "respecting children's personality". Kindergarten teachers should integrate this concept into all fields, truly achieve "people-oriented", "people-oriented" and "teaching students in accordance with their aptitude", discover each child's intellectual potential and characteristics attentively, let each child experience happiness and success, let each child develop his personality and provide them with effective ways to establish their self-worth.
2. Establish the concept of lifelong education.
The profound and far-sighted viewpoint of lifelong education and lifelong learning put forward by UNESCO has fundamentally influenced the educational value orientation of all countries in the world and greatly deepened our understanding of preschool education, a subsystem of the education system. The "Outline" clearly points out: "We should lay a good foundation for the development of children throughout their lives." This is a position that conforms to the concept of lifelong education, the needs of social development and the long-term sustainable development of children. It can be said that the concept of quality education is completely consistent with the concept of lifelong education. Therefore, our teachers should follow the concept of quality education to ensure that every child can develop his potential and grow up healthily in a happy, confident and dignified kindergarten life. Only in this way can kindergartens be truly "the foundation stage of lifelong education".