A substantial period of social practice is over again. Looking back on the practical activities during this period, the harvest is not a fragment. Write a practice report and record the gains and contributions. Prepare for yourself to go to society better in the future! The following is a survey report on social practice of preschool education, which I collected and sorted out, hoping to help everyone.

Investigation report on social practice of preschool education 1 objective:

Several problems in the lack of kindergarten games

Investigation time:

20xx July 2nd

Survey location:

Xx kindergarten

Respondents:

Children in kindergarten

Why is there such an embarrassing scene? After the teacher and the children play, the children will ask: Teacher, can we play now?

Why are many children deprived of playing time, but also learning English, playing the piano, drawing and so on?

Children's games become disguised homework or classes.

A kindergarten teacher designed such a game situation: the teacher played "mother hen", the children dressed as "chickens" in headdresses, and "mother hen" led the "chickens" to visit the kitten's home. Kittens are not at home, so they leave some cards with numbers on the floor at home, so that chickens can find these cards and embroider flowers on the floor according to these numbers.

"This kind of game is very typical in today's kindergartens. The teacher wants to test whether the children have mastered the simple concept of numbers through this game. " Qin Huang, the education department of Nanjing Normal University, said, "But we can't help asking: In the games designed by teachers, under the guidance of teachers, children don't have any idea of developing new game plots by themselves. Does this game have its own meaning? Has it become an ornament? "

Some experts believe that many preschool teachers regard games as "sugar coating" and rely on "sugar coating" to induce children to swallow the "bitter film" of knowledge. "People think that games are very important for kindergarten learning, because people hope that games can give children some experience, skills and knowledge." Qin Huang said, "But it ignores the most important point of the game, which is the independent and happy experience of children in the game."

Not long ago, many experts and scholars at the Centennial Conference and Academic Seminar on Preschool Education in China mentioned the lack of games in preschool education.

Li Jimei, a professor of preschool education at East China Normal University, said that the so-called lack of games is more from the perspective that games are controlled by adults. Many experts believe that the teacher has become the designer of the game, and the game has become a "play" directed by the teacher, an activity imposed by the outside world, and a disguised homework or classroom.

"Games should be children's spontaneous fun, but now many kindergartens play games according to the wishes of adults. Often after the teacher and the child play, the child will say, teacher, can we play now? Children don't think this is a game at all, but play. Games are used as tools. "

Professor Li said: "Of course, entertaining education has its rationality, but it can't all be so-called' games', and most of them should be children's spontaneous games."

Let the children play their own games. She told the reporter such a story. Once, she ate pickled peppers and peanuts with the children in her class. One of the children suddenly asked: How is this delicious peanut made? As a result, the children began to discuss noisily, and soon they were divided into two groups: one group thought that pickled peanuts were planted, and the other group thought that they were cooked. Teacher Cao suggested that the children simply do experiments together to see how pickled peanuts are made. So one group of children began to grow peanuts, and the other group began to cook peanuts. The answer came out soon, of course, but the children who cooked peanuts joined the ranks of planting peanuts with great interest. There are many problems in the process of peanut planting, such as how to make the planted peanuts taste. Some children said that peppers and peppers should be added directly to the soil, but soon some children said it was wrong. They should be soaked in water and then poured into the soil. Then a new question appeared: hot water bubble, warm water bubble or cold water bubble?

"I let them solve these problems themselves." Cao Wei said, "They can solve it completely, and the children's ability and creativity will often surprise you."

Cao Wei said that the theme of the games played by the children in her class is often found out from the interesting topics discussed by the children, and how the game plot develops is up to the children themselves. Who plays what role in the game organization is not designated by the teacher, but decided by the children themselves. Finally, when the game is over, the children can make their own comments. "What about you? Play a guiding role? " The reporter asked her. "Strictly speaking, the word' guidance' is not accurate, not guidance. I just need to observe and find them, let them find and solve problems themselves, and give them some advice and help when necessary. " Cao Wei said, "I am an equal with them. I am their playmate and play with them. "

Preschool education should not only make children develop in an all-round way, but also make children develop actively and lively. Kindergarten activities should reflect children's initiative, independence and creativity, and give children space and time for free and independent activities. Children's creative games should reflect creativity, not impose the expectations and ideas of adults on children. Teachers can't organize and guide children's games by organizing homework or attending classes. It is necessary to change the tendency of "attaching importance to teaching games compiled by teachers and ignoring children's spontaneous free games".

But kindergarten teachers also have a full stomach. It is said that children play more games in kindergarten and have less literacy, so parents will come to the door to make comments. "I asked my children to come here for education, not to play."

Professor Ada said that "starting early" and "the earlier the better" have become the universal beliefs of modern people on infant education. Parents who want to have a successful child hope that through this "early start" study, their children can win the starting line of life competition, which is why many children are deprived of game time and have to learn English, play the piano, draw and so on.

Although 19xx's Working Rules for Kindergarten mentioned that "playing games as the basic activity" is one of the principles of kindergarten education, Liu Jiaoshou pointed out that it has become a common contradiction in the field of preschool education to attach importance to games in theory and verbally, but ignore or even ignore them in practice.

"The number of games in kindergarten classrooms is decreasing rapidly, and the phenomenon of using pens and homework papers is increasing rapidly." Professor Ada from the School of Education of Beijing Normal University said, "Early childhood education has also been brought into the track of exam-oriented education."

Investigation Report on Social Practice of Preschool Education 2 Ⅰ. Question Proposition

In today's diversified and competitive pre-school education market, the frequent transfer of preschool teachers has become a thorny issue that human resource managers in private kindergartens have to face. There is no doubt that the resignation of kindergarten teachers has a great impact on the overall development of kindergartens, kindergarten management and even the healthy growth of children.

During the years of kindergarten teacher management, whenever I received a teacher who came to submit a resignation report at the end of the semester and arranged a new teacher at the beginning of the semester, it would constantly urge me to reflect: Why did they leave? What is the main reason for their leaving? How can we improve this high turnover rate to the greatest extent?

Second, the reason analysis of preschool teachers' resignation.

According to the theory of human resource management in modern organization management, if the pressure on the members of the organization is too great or too long, it will cause various physiological and psychological reactions, which will lead to defection psychology and even defection behavior. The existing research results also show that too much pressure has a negative impact on individuals and is easy to leave their jobs. The heavy work pressure, heavy work tasks and low social status of preschool teachers and the lack of security of the elderly are enough to make them tend to leave their jobs.

First, the bottom position of society.

Kindergarten teachers feel that their social status is low. Although China has paid more and more attention to preschool education in recent years, the status of preschool teachers has also improved, but people think that preschool teachers are only aunts and senior "nannies", which makes many preschool teachers often fall into a self-denial situation. In the eyes of parents, there is no difference between kindergarten and domestic nanny, only one is at home and the other is in kindergarten. The low social status really puzzles the majority of preschool teachers. If there is a slight mistake in the work, parents will go to the kindergarten to find the leader to "blame the teacher". This situation, which is not recognized by others and has a low social status, has affected the steadfastness of kindergarten teachers, resulting in many kindergarten teachers being "in Cao Ying and in the Han Dynasty". According to the survey, less than 80% of pre-school education graduates can persist in working in private kindergartens for more than three years after graduation. The conversion rate is much higher than other industries.

Second, children's self-protection ability is poor, and teachers' safety responsibility is heavy.

The safety of children is the fatal killer of kindergarten teachers. No matter how hard you try, one accidental mistake is enough to ruin the kindergarten and teachers. The work of preschool education seems simple, just taking care of children, but it is far from as simple as some people think. According to the age characteristics of children, children aged 3-6 are curious and active, and are always driven by curiosity. Scratching, biting, hitting and other behaviors often occur between children, which is prone to accidents. Is a major accident enough for teachers to reflect on whether the job they choose is worthwhile? Someone said, "If I can change my job, I won't be a kindergarten teacher anyway." Indeed, if the only child makes a slight mistake, the parents will react very strongly. The sense of safety responsibility makes teachers always in a state of high tension in their work, which is almost unbearable for teachers. It can be seen that the pressure brought by major security responsibilities is one of the main reasons for teachers' turnover intention.

Three. An overwhelming workload.

1, long working hours and excessive extra workload.

First, children need to grow up happily by watching, listening, playing, operating and other activities, which requires teachers to create a large number of environments and make teaching AIDS. Therefore, it is actually necessary for teachers to "work overtime" after work.

Second, teachers have strong work intensity and heavy tasks. In private parks, the ratio of kindergarten teachers to children is high, which leads to teachers' heavy workload and trivial work. Teachers are very tired after a day's work. Especially tired, afraid of making a mistake, parents don't understand.

2. The task is heavy, and the time for completing the task is too tight, which will cause excessive work pressure for teachers. A survey of American teachers shows that some unnecessary writing work not only doesn't work for them.

Providing effective help wastes a lot of valuable education and teaching time. Overworked work tasks will lead to teachers' lack of rest time, physical and mental fatigue and even family problems. This is likely to lead to teachers' job burnout. Teachers all think that "the workload of kindergartens is too heavy, especially the extra workload is too much". A teacher said, "If we didn't have so much extra work, we would finish our teaching tasks more easily and we could do our work better." . In order to cope with the superior's inspection, start classes and participate in various appraisal activities, teachers extend their working hours and even sacrifice weekend time, and there is no corresponding overtime pay for the extra workload. In the case of heavy workload and low salary, many teachers will choose to leave the preschool education industry or jump to other kindergartens with better conditions.

3. Pay and return are extremely unbalanced.

Employee's salary satisfaction has always been an important factor affecting employee's turnover intention, and the view that salary satisfaction can help reduce employee's turnover intention has received a lot of support. According to Maslow's hierarchy of needs, treatment needs are the most basic needs of human beings.

Judging from the amount of labor, the work of preschool teachers belongs to a high-paying profession. The average salary of teachers is about 3000 yuan per month. The salary of informal teachers is about half that of regular teachers. The salary of private preschool teachers is relatively low. As a private teacher said, "We kindergarten teachers wear teachers' hats and do the work of babysitting. It is the responsibility of parents and the treatment of cleaners. "Private teachers are very critical of their treatment. It can be seen that dissatisfaction with one's own salary is also one of the main factors that cause teachers' intention to leave.

4, repetitive work, no sense of professional accomplishment.

For the problem of leaving kindergarten teachers, many directors generally feel headache. In a large shopping mall, a once excellent kindergarten teacher was selling milk. She said that after becoming a kindergarten teacher, she found that this was quite different from her previous imagination. People say that being a teacher is great and sacred, but when you dress such a small child every day, coax him to eat, help him go to the toilet, clean up the dirty things, sleep with the child and so on. Repeat these things every day and you will feel tired.

I remember once, a baby in the garden suddenly had a high fever during his nap, and the teacher in charge of teaching quickly informed the parents of the child. As a result, as soon as the parents arrived, they got angry with their children's teachers without saying anything, and they kept pestering them. This incident has a great influence on teachers, who do the same thing repeatedly every day, but once there is a little negligence, sometimes they will not get understanding and support, and they will have no sense of professional accomplishment and belonging at all.

Another teacher is leaving. When I asked her why she left, she told me that every time my parents told me that my child needed help, they always ordered me to "feed my baby", "Did you give her water today", and even asked the child "Are you full? Did the teacher give you more food? " And so on. Everything I did was not trusted by my parents. Without mutual respect, I might as well buy clothes

5. The director's management level is not high and his management behavior is improper.

Some teachers leave their jobs not because of welfare benefits or work itself, but because of improper management by the director. According to the analysis, directors' improper management has the following situations:

(1) Teachers can't help and understand when they encounter difficulties and mistakes in their work. Especially when a child has a safety accident, regardless of the size and cause of the accident, the director will blame the teacher, hell to pay.

(2) The headmaster does not respect the teacher and often criticizes the teacher, especially in front of parents, which makes the teacher lose his dignity. According to Maslow's hierarchy of needs theory, people need respect, and China people especially want to "face". Losing face can lead to the breakdown of interpersonal relationships.

③ Lack of appreciation and affirmation of teachers. Every teacher wants to be appreciated and affirmed by the leaders. If the efforts are not affirmed by the leaders, over time, there will be resignations.

4 praise lacks methods. Praising one teacher hurts the self-esteem of other teachers.

6. Demand exceeds supply, and the job-hopping rate of preschool education practitioners is high.

I believe many people know that the growth and training cycle of early childhood education practitioners is relatively long. Many small-scale private kindergartens do not have the financial resources to reserve interns, hoping to find employment immediately after recruiting personnel, and they have not enjoyed high-quality teacher resources for their children!

Investigation Report on Social Practice of Preschool Education 3 In order to understand the social practice of college students majoring in preschool education (art education), this study investigated the social practice of freshmen to juniors majoring in preschool education in xuchang university by means of questionnaires and interviews. The investigation is hereby notified as follows:

I. Purpose and object of the survey

The purpose of this survey is to understand the social practice activities of students in different grades of preschool education major (art education direction) in xuchang university, and to provide basis for the educational practice and internship of students of this major. The subjects are freshmen, sophomores and juniors majoring in preschool education (art education) in xuchang university, with 280 students, 65,438+040 students and 56 students respectively.

Second, the time, method and content of the investigation

This survey was conducted from April 8 to April 20, 20xx, lasting 2 1 day. The methods of questionnaire survey and interview were adopted. Questionnaires were distributed to 476 self-made questionnaires among students, and 476 questionnaires were collected, with a recovery rate of 100%. The object of the survey is the basic situation of preschool education students of different grades (art education direction) participating in social practice activities since they entered school. The problem involves the purpose, content, way, way, form, time, effect, gain and confusion of participating in social practice activities. Interview is the supplement and deepening of questionnaire survey. On the basis of questionnaire survey, 20 students from three grades were randomly selected for interviews, and detailed interview records were made.

Third, the survey results and analysis

According to the statistics of questionnaire data and the arrangement of interview records, we get the following findings:

(A) preschool education majors (art education direction) students' social practice activities have complex and diverse purposes.

The purpose of college students' social practice activities is complex and diverse. This study found that there are three main purposes of social practice activities for students majoring in preschool education (art education) in xuchang university:

First, exercise a certain ability. For example, I go to kindergarten for a part-time job during the holidays, take part in dance training classes, and take part in computer grade training classes.

Second, make money. Distribute leaflets on the street, work in the supermarket, work in the school cafeteria, etc.

Third, kill time. For example, signing up for a training class, often skipping classes, not seeking academic performance, is purely to kill time.

The questionnaire shows that there are 142 freshmen, accounting for 5 1% of the total freshmen. Students said that the main purpose of participating in practical activities is to make money. During the interview, some students explained that "the freshman has just arrived and has more free time." If he doesn't know what he wants, he wants to be idle, idle. It is better to go out and earn money. "

The statistical results also show that only 20% freshmen choose to participate in practical activities in order to exercise some ability; 17% students choose to participate in practical activities in order to pass the boring time; 12% students choose not to participate in any practical activities.

From the above, freshmen engage in social practice activities in order to earn money, accounting for a little more than half of the total number of freshmen. Only 20% students choose internship to exercise their ability, while 29% students choose to kill time or not engage in practical activities. This shows that freshmen have just entered the university, their learning goals are still unclear, and their career orientation is still unclear.

Therefore, we should pay attention to freshmen and guide them correctly. There are 52 sophomores who choose practical activities to exercise some abilities. In other words, 37% of the total number of sophomores go out of the dormitory, out of the classroom, out of the school gate, and take part-time jobs in educational institutions to exercise their abilities. Twenty-nine students (accounting for 52% of the total number of junior students) engaged in practical activities for the purpose of exercising their abilities.

The above survey results show that, from the choice of three grades, the purpose of social practice activities of students majoring in preschool education (art direction) in our college is not very ideal, a considerable number of students are not clear about the purpose of practical activities, and there are cases of killing time, and a small number of students are unwilling to participate in practical activities. These situations show that our college should attach importance to students' practical activities and give them scientific guidance.

(2) Students majoring in preschool education (art education) have a variety of social practice activities.

The results of questionnaire survey and interview show that the social practice activities of preschool education major (artistic direction) in xuchang university are rich and colorful, which can be divided into two categories: educational practice and non-educational practice. Among them, educational practice activities mainly include:

1, kindergarten visits at all levels;

2. Various probation activities in kindergartens, such as teaching observation activities and district corner games;

3. The activities of helping and educating early education institutions such as kindergartens mainly refer to students working in various early education institutions in winter and summer vacations;

4. Accept various skills training, including students attending various professional skills training courses related to early childhood education inside and outside the school, such as rhythm training courses and advanced kindergarten teacher classes;

5. Educational research, including interviews and questionnaires in kindergartens, early education centers and children's training classes. Understand the current situation and problems of early education, such as the placement of toys in kindergartens, the development of children's games, the teachers in kindergartens, and the teaching of Montessori classes.

Non-educational practice refers to students working in enterprises and institutions, such as bookstores, supermarkets, mobile business halls, electronic plastic factories, hotels, pharmaceutical companies, Carpoly floor stores, etc. The statistical results show that the social practice activities of students in different grades of preschool education major (artistic direction) in xuchang university have different emphases.

(C) Pre-school education majors (art education direction) students' social practice forms and ways are flexible and diverse.

At present, participating in social practice activities is a compulsory course for college students, and it is also a good channel to strengthen communication between college students and society. Like college students of other majors, the forms and ways of social practice activities of students majoring in preschool education (art direction) are also flexible and diverse. There are three main forms of their participation in social practice: collective, group and individual; For example, the whole class collectively signed up for CET-4 and CET-6 training classes, and 6- 10 people collectively participated in off-campus dance training. Students contact the kindergarten to do part-time jobs. The survey found that among these three forms, the social practice activities of preschool education students of all grades are mostly carried out in the form of group activities. This shows that their ability to participate in social practice independently is not very strong. They participate in social practice activities in two ways: self-determination and revision.

Four. conclusion and suggestion

To sum up, the enthusiasm of students majoring in preschool education (artistic direction) in xuchang university is generally high, and their practical activities are rich in content and flexible in form. Some achievements have been made, but there are also some shortcomings and problems. In order to make students grow up healthily and adapt to the needs of society as soon as possible, we must give full play to the positive role of social practice activities, make use of the situation and do a good job in guiding students' social practice activities. To this end, the author puts forward the following views:

1. Conduct a thorough survey of students' practical activities on a regular basis. Always pay attention to students' social practice trends and guide students in time.

2. Establish a stable and perfect training base inside and outside the school. Make students often visit the training base, visit and train.

3. Encourage students to participate in other training after class.

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