Experience urges us to believe that preschool is an ideal period to stimulate and strengthen children's innate characteristics. Through pre-school project courses, children can explore the environment, gain experience and grow up healthily and spontaneously.
This book focuses on the implementation of the project-based curriculum teaching in preschool stage, introduces the basic spirit of the project-based curriculum, provides specific steps for the implementation of the project-based curriculum, and shares the implementation cases and valuable experiences of many teachers, which is very practical and instructive.
1, the complete project curriculum development stage and the specific implementation steps of each stage, as well as the project curriculum plan log and the corresponding form template, can completely guide teachers and parents to implement the project curriculum.
The project curriculum includes three main stages:
The first stage: according to children's interests or teachers' guidance, determine the theme of exploration, and determine the theme network diagram with children (hoping to explore and understand the problem around the theme);
The second stage: the exploration stage, in which field visits, expert interviews, information consultation and other means are arranged around the theme network diagram to obtain the answers to the questions and summarize them in stages, and iteratively see whether the themes and problems are solved. If not, further exploration is carried out until the problems are satisfactorily solved.
The third stage: climax events and evaluation reflection, mainly observing children's interests. When children's interest in subjects declines, teachers can guide children to prepare for climax events, which can be exhibitions, project history books and other activities. Finally, teachers evaluate and reflect on the project and file it.
2. Chapter 7 of this book takes the project course of "Fire Engine" as an example, and introduces the whole implementation process of a project course in detail. This case can be used as a reference, especially for teachers and parents who are conducting project courses for the first time.
3. As a project course, the most difficult thing is how to choose the theme. Whether the theme of project curriculum is appropriate or not is closely related to the success or failure of children's project curriculum. The book gives the general principles and practical considerations for choosing the theme, which is very helpful for teachers and parents who want to implement project courses.
General principles for choosing a theme:
1) The process of exploration should help children understand their own experiences and environment more accurately and fully. Children don't need to devote their spirit and attention to all the phenomena and environments in their experiences.
2) The theme should enhance children's ability and characteristics to carefully observe the surrounding environmental phenomena worth watching.
3) The theme should provide children with a lot of opportunities to apply multiple interactive skills.
4) Themes should provide opportunities for children to understand the functions and limitations of different media and materials, and develop their skills in using various media.
Practical considerations when choosing a theme:
When choosing project curriculum topics for children from low-income families, besides referring to general principles, practical factors must also be considered, including children's learning style and their unfamiliar reading and writing skills. Whether the theme of project curriculum is appropriate or not is closely related to the success or failure of children's implementation of project curriculum. Some practical factors are suggested as follows:
1) Only when the theme of the project course is very specific and contains enough first-hand materials, direct experience and specific objects for children to operate, can this course be successful.
2) When the theme of the project curriculum is related to children's previous experience, the curriculum is also more likely to succeed.
3) The location of the visit site is close to the school, and the convenience of the visit will make the project course easier, because children can visit it many times during the course.
4) If children can explore a subject independently without the assistance of adults to the greatest extent, then it may develop into a successful project course.
5) When children can use skills or techniques suitable for their age to present what they know, project courses will become very rich.
6) Project courses related to the curriculum objectives of education authorities are more likely to be supported by parents and administrative departments.
7) When the theme of the project course is closely related to the children themselves and family culture, it is easier to guide deep learning and skill transformation.
1. Practice a small PBL project at home under the guidance of the book on weekends. Use the real question: What food do you want to take to the kindergarten on Saturday afternoon, practice the PBL project with the ball, and sum up the experience and lessons.
2. According to the contents and exercises in the book, combined with the previous study, sort out the steps and precautions of PBL family exercises.
3. Start writing PBL questions about family practice.
I am a lotus ball mother, and I continue to pay attention to and export family PBL cases and knowledge. Interested parents are welcome to practice together.