Innovation consciousness is the most active and fruitful ideology in human consciousness activities, the starting point and internal motivation for people to engage in innovation activities, and the premise of innovation ability. I will talk about some thoughts and experiences on the cultivation of children's innovative consciousness from the following points.
First of all, conceptually
(1) Establish the concept of subjective education.
Innovative education is people-oriented education. Therefore, kindergarten teachers should first treat children as an independent, complete and active individual with their own needs and dignity. An equal and interactive relationship should be established between teachers and children-intersubjectivity, that is, children are not containers for passively accepting knowledge, and teachers' work is not to instill knowledge, but to mobilize children's initiative, cultivate children's interest through active learning, and develop their innovative potential. Teachers should stand in the children's position and treat children's behavior, needs, interests, curiosity, adventurous spirit and self-confidence with a childlike heart, which are typical manifestations of innovative ability. Teachers should understand and protect children's innovative performance and make it become.
& gt For children's stable psychological quality, teachers are no longer authoritative representatives, but supporters who protect and stimulate children's innovation.
(2) Establish an educational concept of respecting every child.
A child is a living individual with rich personality and the master of life. As a group of children, they have the general physical and mental characteristics of this age group; As children of the new era, they have many new psychological colors; As an independent child, he has a unique personality and psychological characteristics. There are individual differences in the development and performance of innovation ability, which are manifested in the morning and evening performance of innovation ability, innovation level, types of innovation ability and gender differences of innovation ability. Therefore, teachers should pay special attention to teaching students in accordance with their aptitude, respect each child's ideas and practices, and let children get fresh development at their respective levels.
Second, in practice.
(1) Reform the curriculum objective system
Children's innovative education should be a kind of infiltration education. Therefore, when setting goals and selecting educational content for each subject, we should purposefully and systematically penetrate some requirements of innovative education, such as continuing to write stories and making up riddles. Listen to music and do actions; Free painting, homemade toys, etc.
(2) create a relaxed and democratic educational atmosphere
The educational atmosphere here mainly refers to creating conditions, situations and places conducive to the development of children's innovative ability. In terms of materials, children should be provided with sufficient time, space and materials to ensure that they have free activities and free operation conditions; Psychologically, we should form a relaxed, free and happy psychological atmosphere, let children think, imagine, choose and make decisions freely, and form a positive self-image. Among them, family co-education is also an important factor that cannot be ignored. Teachers should publicize the knowledge of innovative education to parents, and families should cooperate with each other to provide a consistent and suitable environment for children and develop their innovative ability. Specifically, it can be downloaded from the following website
The following aspects talk about how to create a relaxed environment in daily life and pay attention to the cultivation of children's autonomous learning ability.
A, liberate your eyes. Children have bright and curious eyes, and we should guide them to observe and analyze. Put children's books suitable for children's age in the corner of the book and change them regularly, so that children can choose, read and tell freely; Guide children to observe the characteristics of seasonal changes of animals and plants by using the planting angle and zoo in the park; Use community construction, farmers' markets, shops, post offices, etc. Lead children to broaden their horizons and understand society. Only by accumulating certain perceptual experience and enriching relevant appearances can children innovate and play.
B, emancipate the mind. The brain is the commander-in-chief of human beings, and it plays the role of commanding everything. Thinking with the brain is the key. Innovative education is a good way of thinking and a good way to develop children's imagination and creativity. For example, using the "graphic combination method" to provide children with various shapes of assembled graphic puzzles and ask them to spell out different graphics and name them; Use "association method" to let children tell what is the use of stones, water, paper, etc. Use "symbolic reasoning" to let children express their imagination of some abstract figures and lines.
C, free your hands. Hands are like two generals. You should do what you can from an early age. "Reading dead books" and "doting" will make children have a pair of hands but can't use them. Therefore, it is necessary to cultivate children's hands-on ability and let them learn to wash their hands, eat, drink water and take off their clothes from their own small classes; The middle shift takes turns on duty, handing out bowls and chopsticks, cleaning tables, sweeping the floor and mopping the floor; Large classes take part in some public welfare labor within their power. The hands-on corner, architectural corner and scientific discovery corner of the activity room allow children to explore, learn and operate in their spare time.
D, open your mouth In order to free the mouth, children must first learn to use language. In order to improve children's oral expression ability, children can be provided with various pictures to tell, describe and continue stories; Organize morning meetings, "Story King" competitions, etc. Emphasize teachers and children, children and
The communication between children and between children and parents mainly depends on language. It is very important to encourage children to ask questions, so that children can have the freedom to "ask", be willing to say and dare to express their views, so as to give full play to their innovative ability.
E, liberate the space. Children should not be confined to their own small world of activities. Children in small classes can visit the activities of their brothers and sisters in middle and large classes, and children in middle and large classes can also perform programs in small classes to help their brothers and sisters get familiar with the environment. In this way, children can expand their living space and enhance understanding. The kindergarten has an art activity room, a music room, a scientific discovery room, a large toy yard, a beach and a pool, so that children can choose their favorite game area to play in their spare time. Parents can also take their children to contact with nature, see the changes in their hometown, go to society and broaden their horizons.
F, liberation time. During the day's activities, there are group activities and individual free activities. At the same time, it reduces the waiting time of children, enhances the activity density, and children have enough time to do what they like.
(3) Improve the evaluation system
Evaluation will directly affect the process and effect of activities, teachers' evaluation
We should not be limited to the final result, but should pay attention to the degree of children's subjectivity in the process of activities. At the same time, the evaluation should also consider individual differences, so that children can actively construct knowledge in the process of trial and error.
(4) Advocating teachers' innovative work.
The biggest problem in kindergartens is how to turn teachers' educational goals into children's development goals. In this regard, we put forward the "flexible plan" (that is, we often say "generating curriculum"): curriculum design is regarded as a process jointly constructed by teachers, children, parents and society, and it is also a highly dynamic, flexible and open process. Teachers don't blindly follow the plan, but follow the children flexibly and purposefully. Any plan should be "flexible", allowing teachers to make flexible and exciting changes and innovations according to specific actual conditions. Of course, changes should be evidence-based and conducive to children's learning and development, so that teachers' labor can be called an innovative labor.
In short, there is often a long way to go before things at the conceptual level can be translated into practical actions. In the reality of early childhood education, there is still a phenomenon that children's dominant position is ignored and their innovative behavior is suppressed. Many preschool educators are used to keeping or even giving up children's energetic development goals with well-behaved educational goals. It can be said that innovative education is necessary and has a long way to go. It also needs the unremitting exploration and research of theorists and practitioners to turn ideas into actions, and its biggest beneficiary should be our children!