I. Time and object of activities
1. Activity time: 20xx 10 to 20xx 10. The specific time and place of each activity will be announced separately.
2. Participants: kindergartens of all levels and types in the city.
Second, the content of the activity
(A) learning to improve
Outdoor sports activities are an important organizational form of kindergarten sports activities. It is an activity form in which teachers make full use of the outdoor environment of kindergartens, put in rich activity materials according to local conditions, and let children play freely in a good outdoor environment, develop basic movements and improve their sports ability. Under the background of curriculum gamification, kindergartens need to optimize and adjust the outdoor activity environment in a timely and dynamic way, actively create a materialized environment and a spiritual environment to support children's learning and development, and ensure their all-round development. In order to further clarify the goal and operation path, the city will invite experts in preschool education inside and outside the province to give a special report on the theme of "improving the quality of outdoor sports activities in kindergartens" and train all teachers in the city to help them update their concepts and raise their awareness.
(b) Practical communication
1. Kindergarten practice
Around the evaluation requirements of outdoor sports activities, kindergartens in the city actively explore and practice according to local conditions to comprehensively improve the quality of outdoor sports activities in kindergartens.
2. Salon seminar
The first is online discussion. All regions carry out exchanges and discussions around the practice of outdoor sports activities in kindergartens in their own regions, and carry out inter-regional network discussions to promote experience sharing.
The second is the live salon. Around the theme of "improving the quality of outdoor sports activities in kindergartens", various localities organized on-site observation and experience sharing activities to promote the gamification construction of kindergarten courses in the interaction of parks and improve the gamification level.
(3) Identification and display
The appraisal activities focus on the environment and organization of outdoor sports activities, and the specific activities are planned for March 2065438+2009.
The evaluation of outdoor sports activities in kindergartens focuses on whether kindergartens are based on the existing conditions, follow the principles of naturalness, fun, challenge and diversity, comprehensively consider various educational elements, create an open outdoor space according to local conditions, provide rich activity materials, implement appropriate observation and guidance, and make sports activities really play a role in the happy development of children.
Third, the form of activities.
1. Each park can voluntarily declare its participation according to its own advantages and characteristics. Use information technology to show communication, and the time should be controlled within 10 minute.
2. The kindergarten that won the first prize provides on-site observation and experience sharing, and accepts the visit and study of kindergartens at all levels in the city.
Fourth, quota allocation and award setting.
1. Allocation of places: Liyang, Jintan, Xinbei, Tianning and Paris, 3 each, and Wujin, 4 municipal parks 1.
2. Award setting: each group has 6 first prizes; 6 second prizes; Eight third prizes.
Kindergarten quality improvement scheme 2 i. Suggestions
Our kindergarten is in the countryside and has worked for more than ten years. We have had a sense of happiness after children laugh, a sense of success after a perfect education, and a sense of pride after parents are grateful. But there is also a sense of helplessness to individual unreasonable parents and unfairness to overly picky parents. I don't know if you have ever met such a parent:
"Teacher, you see the scratches on my grandson's face. Leaving scars will affect the child for a lifetime. "
"If you pay more, your teacher's salary is so high that you can't pay less." As I walked, I was still chanting "children's money is really easy to earn."
"The children in the kindergarten can calculate addition and subtraction, teacher, and quickly teach the children to write. Don't let your child lose at the starting line. "
"There are no unwanted things in the kindergarten, and they have all become waste recycling bins. My child is studying here and will definitely be admitted to college in the future. "
The teacher's busyness and hard work are exchanged for parents' incomprehension and rude remarks. Even in some kindergartens, parents beat teachers, and parents framed and blackmailed teachers because of accidents. The goal of teachers and parents is for the development of children, but why not twist into a rope and become a heart? What's the matter? Obviously communication is not in place. What should we do? Let's take active actions and join the kindergarten-based teaching and research activities of "improving the effective communication between kindergarten teachers and parents", so that parents can become our friends and let us get along more harmoniously, harmoniously and happily.
Second, the significance of the topic:
Effective communication between kindergarten teachers and parents is an important link to realize home co-education, and it is also the basic ability and quality that teachers must have. It is not only conducive to mutual understanding and support between teachers and parents, but also conducive to the coordination of family education and jointly promote the all-round development of children.
Third, the research content
(A) the content of communication between preschool teachers and parents.
1. About kindergarten. This paper introduces the characteristics, ideas, educational characteristics and curriculum contents of some kindergartens, and the differences between them and primary education.
2. About children. Talk about children's recent performance, good, bad, obedient and naughty, communicate with parents, let parents know their children's situation in time, and guide them in time if there are any problems.
3. Parents care. Teachers give parents guidance in educational methods, change parents' concept of parenting, and raise children scientifically.
(B) preschool teachers and parents communication.
1, interview
2. Telephone
3. SMS
4. Website (the host station of the World Wide Web)
5.QQ group chat
Step 6 make house calls
7. parent-child activities
8. Parent-teacher conference
9. Urine strip
10, contact your family.
1 1, Home Workbook
Communication skills between preschool teachers and parents
(1), caring for children and taking sincerity as a bridge of communication.
(2) Empathy, understanding and respecting every parent.
(3) Choose a suitable time and place to communicate.
(4) Pay attention to the language art of communicating with parents.
(5) Mastering nonverbal skills such as facial expressions, tone and gestures. Learning to smile is especially important.
Fourth, the research process and methods.
The first stage: investigation and analysis, analysis of reasons. (Through questionnaire survey and discussion)
1, parents' educational ideas are outdated and backward.
2. The traditional concept of respecting teachers and valuing morality is deeply rooted.
Some teachers' contact with their parents is just a formality, and there is no real communication.
The second stage: theoretical study to improve professional skills. While arming your mind with professional knowledge, you can read the following books: Charm of Speaking: Communication Skills You Must Know, How Kindergarten Teachers Communicate Effectively with Parents, Communication Ways between Kindergarten Teachers and Parents, and Communication Skills between Teachers and Parents.
The third stage: comprehensive guidance headed by the director.
The fourth stage: the teacher conducts multi-channel communication step by step.
The research effect and reflection of verb (abbreviation of verb)
When your parents smile and say to you, "It's not easy for you to be a kindergarten teacher. It is inevitable that we adults will bump into one at home. A little injury is not that expensive. " On February 2, when the child was led by his parents and stuffed a small bag of beans into your hand, he said sweetly, "Teacher, you eat." When you receive a greeting message from your parents on New Year's Eve, you will sincerely sigh, "I haven't done enough. Tomorrow I will work harder to keep up with my parents and friends. "
Kindergarten Quality Improvement Plan 3 I. Personnel scope of "Teacher Professional Quality Improvement Plan"
All teaching managers and teachers in kindergartens.
Second, the goal of "Teachers' Professional Quality Improvement Project"
(A) teaching management personnel
1, establish a theoretical support system for school curriculum teaching reform and practice it;
2. Establish new daily management measures that are suitable for the course teaching reform;
3. Establish the methods of teachers' professional training and professional quality improvement suitable for the actual situation of the school;
4. Explore the teaching reform mode and mode suitable for school teachers and subject reality;
5. Construct a calligraphy education system with strong school characteristics;
6. Develop the habit of writing reflections on teaching management;
7. Read at least two educational and teaching monographs completely every year;
8. Have the practical research ability to observe and track the growth and changes of teachers, teaching and research groups and students;
9. Complete a practical, thoughtful and imaginative teaching management research report every semester.
(2) Teachers
1. Establish an educational theory system that you love most and are willing to practice;
2. Explore the teaching scheme design with distinctive personality characteristics;
3. Gradually form a course teaching style or teaching mode that is integrated with the learned (creative) education theory and the school classroom teaching reform;
4. Develop the habit of writing teaching reflections or educational narratives;
5. Establish a paradigm of homework correction with personalized characteristics;
6. Have the endurance to track the growth and change of students and the practical ability to observe and study;
7. Strive for the best quality of education and teaching in the whole region;
8. Read at least two educational and teaching monographs completely every year;
9. Design and develop teacher-oriented courses belonging to your own class or discipline.
Third, the specific measures of "teachers' professional quality improvement project"
(A) teaching management personnel
1. Establish Tao Xingzhi's "life education theory" as the theoretical support system for classroom teaching reform in the park. Teaching administrators strengthen theoretical study and practice it in daily life.
2, the implementation of pinch inspection, monthly shift system and middle-level leadership responsibility system.
3. Invite the municipal teaching and research staff to come to the park for full-time training and guide the teaching and research activities.
4. Formulate and implement the "Youth Help and Education" program.
5. Establish the localization mode of regional activity parks; Research on the integration of outdoor sports grades.
6. Establish a personal blog and write at least one reflection on teaching management every week.
7. Read and recommend at least two books on education and teaching to teachers every year.
8. Follow up at least one teaching and research group, one teacher and one child every year.
9. Complete a practical, thoughtful and imaginative teaching management research report every semester.
(2) Teachers
1. Learn all kinds of advanced educational theories, and establish an educational theory system that you love most and are willing to practice at the end of the semester.
2. Standardize the basic format of compiling lesson plans.
3. Form a class management mode that conforms to the educational theory.
4. Establish a personal blog and complete a teaching reflection or educational narrative with certain thinking depth every week.
5. Focus on tracking one or two children (the tracking period is at least one year), and complete the tracking report after the tracking.
6. Do a good teacher book recommendation activity at least once a year.
7. Evaluate the innovative projects of classes and teachers every semester.
Kindergarten quality improvement scheme 4 i. Evaluation purpose:
The core goal of preschool education is to cultivate children's good habits, and the specific carrier of its implementation is children's half-day and one-day activities. Through this activity, the teachers made clear the significance and function of each link of the half-day activity, fully explored and utilized the educational resources of half-day life, and established the concept of "one-day life education, all-time education", which was implemented in the half-day activity. Now, regarding the development of half-day activities in kindergartens, the quality evaluation scheme of activities is as follows:
Second, the evaluation basis:
Under the guidance of "Guiding Outline of Kindergarten Education (Trial)", arrange and organize kindergarten half-day activities scientifically and reasonably, establish good routines for children, gradually cultivate children's self-discipline ability and promote their personality development.
Third, the evaluation method:
1, kindergarten director and pacesetter minister attended the formal evaluation.
2. Excellent score is above 88, good score is 80-87, average score is 70-79, and competent score is below 70.
Four. Evaluation content and score setting: (see attached evaluation table)
Remind children to participate in simple labor, guide middle and large classes to do a good job on duty, and cultivate children's sense of responsibility.
Kindergarten half-day activity evaluation form
Class: Instructor: Number of children: Evaluation time:
project
Evaluation items and scores
score
exist problem
The overall quality of teachers (20
Integral)
1. Create a relaxed and harmonious spiritual environment, respect children, establish an equal relationship with children, and adhere to positive education (3 points).
2. Make a scientific and reasonable plan for children's daily activities, and organically infiltrate the goal of teaching protection into children's daily life. In every link, teachers organize various activities in an orderly way, allocate time scientifically and reasonably, and children do not wait passively. 5 points
3. Observe and understand children, pay attention to and grasp their needs in time, and make appropriate responses. 3 points
4. Prepare lessons for half a day and make full preparations before organizing various activities. 5 points
5. Create a safe, reasonable, clean and beautiful educational environment, pay attention to education and children's participation, and adapt to local conditions. 4 points
Morning check and morning exercise (15)
1. The teacher arrives at the post on time and prepares the equipment and venue for the children's morning check-up. In the morning, the rate of children coming to the park is 80% in the middle class and 70% in the small class. 3 points
2, organize children to carry out a variety of indoor and outdoor morning exercises, pay attention to the whole, take care of the individual, carefully guide and guide children to actively participate. 4 points
3, children pad sweat towel, according to the temperature and activity, remind children to wear clothes in time, do a good job of keeping warm. 3 points
4. The teachers are full of energy, and the demonstration movements are accurate, skilled and powerful. They face the whole, pay attention to the individual children, pay attention to mobilizing the overall mental outlook of children, and guide children to actively participate in morning exercises. The participation rate of middle and large classes is 90%, and that of small classes is 80%. 5 points
Collective education activities (15)
1, the activity goal is clear, specific, diverse and distinct, which meets the development level and needs of children. 2 points
2. The content of the activity is consistent with the theme, scientific and in line with children's age characteristics and experience level. Put an end to the tendency of primary school and deduct 2 points.
3, can effectively use a variety of educational forms and means to guide children to learn actively. 3 points
4. Teachers can communicate well with children, the language is attractive, there are no words that hurt children's performance, and they give classified guidance according to children's different development levels. 3 points
5. Cultivate children's good study habits. 2 points
6. Children are highly motivated, active in thinking and have a strong interest in learning. The participation rate of children exceeds 85%. 3 points
Outdoor game activities (15 points)
1. Teachers are familiar with the contents, organizational forms and rules of games, and can actively guide children to participate in games, with children as the main body of activities. 3 points
2. Create a reasonable outdoor game environment according to the age characteristics of children and the actual needs of games. 2 points
project
Evaluation items and scores
score
exist problem
3, it can face all children, ensuring that every child has the opportunity to participate in game activities with high frequency and reduce passive waiting. 4 points
4, can consciously grasp the amount of exercise in the game, so that every child can exercise moderately, and the outdoor game activities in the half-day activities are not less than 1 hour. 4 points
Regional activities
(15)
1, the regional setting is reasonable, which is conducive to children's actions and operations. There are clear graphic signs and appropriate picture guidance in the regional environment. 2 points
2. The materials for regional activities are rich and varied, which can be replaced and supplemented in time according to the needs of theme activities, and a considerable number of self-made materials and semi-finished products are guaranteed. 2 points
3. Observe children's activities in various districts, give hierarchical and personalized guidance according to different needs, and track and record cases when necessary. 3 points
4. Respect children's wishes, encourage children to discuss independently, formulate rules, and guide children to record in an appropriate way. 3 points
5, guide children to clean, organize homework materials. 2 points
6. At the end of the activity, guide the children to have the necessary discussion and evaluation. 3 points
Life activities (10)
1, children drink plenty of water, and drink at least three times during half a day. 2 points
Teachers cooperate tacitly, and children should pay attention to it, reminding children to pay attention to safety in time to avoid any safety accidents in any activity. 4 points
3. Cultivate children's good living habits, appropriately cultivate their self-care ability according to their age level and individual differences, remind children to take part in simple labor, guide children in middle and large classes to do a good job on duty, and cultivate their sense of responsibility. 2 points
4, can always pay attention to random education and regular education. 2 points
Other (10)
1, do a good job in creating a class environment, and the environment in the activity room is synchronized with the theme, showing the traces of children's theme exploration. 3 points
2. Teachers have a good overall mental outlook, dress neatly and uniformly, do not wear high heels, behave appropriately, and be a model. 2 points
3. The class teacher respects each other, cooperates tacitly, and works in an orderly way. 2 points
4. The class is clean and tidy, and the items in the activity room are put in order. 3 points
suggestion
Appraiser:
Kindergarten quality improvement plan 5 i. Evaluation object
20xx kindergarten education quality supervision and evaluation object is:
District third kindergarten, city first kindergarten, county kindergarten, county kindergarten.
Second, the purpose of evaluation
The supervision and evaluation of kindergarten education quality in the city is organized and led by the education supervision office of the municipal government. It is a diagnostic evaluation that monitors and evaluates the development of kindergarten education quality within its jurisdiction. Its purpose is to understand the present situation of kindergarten education quality development, find out the characteristics, shortcomings and problems of running the kindergarten, sum up the development experience, and provide the basis for kindergartens to formulate development plans, determine development paths and measures, and formulate pre-school education policies, management measures and methods for city and county governments and education administrative departments.
Third, the evaluation basis
The supervision and evaluation of kindergarten education quality in 20xx is based on the "Provincial Pre-school Education Quality Monitoring, Supervision and Evaluation Index System" (attached) formulated by the Education Supervision Office of the Municipal Government, the Municipal Education Bureau and the Municipal Education Science Research Institute, supplemented by the policies and document requirements on the development of pre-school education issued by governments at all levels and education administrative departments in recent years.
Fourth, the evaluation time
20xx kindergarten education quality supervision and evaluation time is from late May to mid-June.
Verb (abbreviation for verb) evaluation procedure
The supervision and evaluation of kindergarten education quality is divided into two stages: kindergarten preparation and supervision and evaluation.
Kindergarten preparation work
Kindergarten preparation is not only the process of data collection and activity preparation for kindergarten to accept supervision and evaluation, but also the diagnostic evaluation, self-summary and reflection before kindergarten accepts supervision and evaluation.
To accept the evaluation of kindergartens, it is necessary to establish an evaluation preparation working group composed of kindergarten directors and key teachers. At the same time, according to the needs, you can hire educational supervisors, educational administrators, experts, parents and the public to participate.
The preparatory work includes: learning the evaluation activity plan and evaluation index system; Material preparation-all kinds of materials needed for collection, sorting, binding and bagging; Personnel preparation-inform and convene teachers, children and parents who need to be observed and interviewed; Activity preparation-organize activities such as taking children to the park, teaching activities, game activities, eating and sleeping. , which needs to be evaluated; Self-evaluation and self-test-according to the "Index System for Monitoring, Supervision and Evaluation of Preschool Education Quality in the City", self-evaluation and scoring item by item; Writing a report on the development of education quality (summary report)-according to the evaluation index system, combined with self-evaluation and self-evaluation results, analyze and reflect on the current situation, and write a report on the development of education quality. The self-assessment results and quality development report shall be submitted to the assessment team one week before the assessment activities.
(2) Supervision and evaluation work
1. Assessment Panel
Establish an evaluation team composed of 5-7 education supervisors, education experts and key kindergarten teachers.
2. Evaluation activities
(1) Learning plan: Before the evaluation, participants should carefully study the Index System for Monitoring, Supervision and Evaluation of Preschool Education Quality, the Work Plan for Supervision and Evaluation of Kindergarten Education Quality in 20xx, and the Record Form for Single Evaluation of Preschool Education Quality Testing, and be familiar with the evaluation contents and methods.
(2) Personal evaluation: each evaluator is responsible for the evaluation of 1-2 first-level indicators, and independently evaluates according to the Index System of Preschool Education Quality Monitoring, Supervision and Evaluation and the Personal Evaluation Record of Preschool Education Quality Testing, and the evaluator must score each third-level (C-level) indicator; At the same time, in the column of "evaluation record", the information (proof materials) consulted, the investigation of kindergarten construction and environment, the interviews with children, teachers and parents, and the life, play and study of children were recorded and recorded, including the quality development, characteristics, shortcomings and problems.
The evaluated kindergarten should provide a guide for each evaluator to assist in the evaluation. The evaluation time is from children entering the park to children leaving the park, and the teaching activities of the kindergarten are observed for one day.
(3) Kindergarten report: The evaluated kindergarten leaders make a summary report on the development of education quality, including the preparation for evaluation, the development status and characteristics of education quality, existing problems and deficiencies, self-evaluation results, efforts and improvement measures.
(4) Group evaluation: On the basis of the individual independent evaluation of the evaluators, the members of the group form a group evaluation result by collegiate discussion, and fill in the Statistical Table of Supervision and Evaluation Results of Kindergarten Education Quality in the City.
3. Evaluation method
(1) Listen to the report: Listen to the work report of kindergarten leaders and related personnel.
(2) Check the site: kindergarten environment, class environment, corner setting, dormitory environment, garden style, teaching facilities and equipment, etc.
(3) Access to information: access to relevant files, including various work plans and summaries, management and evaluation rules and regulations, teaching activity design, learning and meeting records, reports, kindergarten-based courses, children's growth records (cards, books), teachers' professional files, etc. , including text, images, pictures, etc.
(4) Symposium: hold a symposium for teachers and parents (10- 15 people, large, medium and small classes).
(5) Individual visits: individual visits to faculty, children, parents and related personnel.
(6) Class: Watch children's learning activities, games, free activities, outdoor activities, meals and bedtime activities.
4. Evaluation report
(1) quality report: supervise the evaluation team and write a report on the development of education quality according to the evaluation results, including the evaluation work, the present situation and characteristics of the development of education quality, existing problems and deficiencies, evaluation results, efforts and suggestions for improvement measures.
According to the education quality development report of the assessed object, the Record Form of Individual Evaluation of Kindergarten Education Quality in City submitted by the evaluation team, the Statistical Table of Evaluation Results of the Municipal Preschool Education Quality Supervision and Evaluation Team, and the original data and information collected in the evaluation process, the test team sorted out, analyzed and put forward the main achievements and existing problems, and formed a standardized quality monitoring and evaluation report (text). The main contents of the education quality assessment report include: assessment overview, main achievements, existing problems, suggestions and suggestions for improvement. At the same time, it provides a supervision and evaluation scale for pre-school education quality monitoring.
(2) Application of results: The evaluation results are only used as a reference for kindergartens to improve themselves, educational supervision, educational administration and educational scientific research departments to formulate and improve management measures and methods, and not as a basis for kindergartens or kindergarten leaders to evaluate, meet standards and promote; The evaluation result (report) is not released to the public, but only released (delivered) to the education department, business guidance department and evaluation object (kindergarten) of the evaluated kindergarten.