The evaluation guide requires: "follow the laws of children's physical and mental development and preschool education" and "believe that every child is a proactive and capable learner", and guide kindergartens to fully respect the laws of children's physical and mental development, respect individual differences, and firmly remember the development characteristics and needs of children.
How to understand and truly respect children has always been a difficult point in kindergarten education.
The evaluation guide firmly grasps this bottleneck problem and puts forward evaluation points such as "carefully observing children's behaviors in various activities and making necessary records" and "being able to listen one-on-one and truly record children's thoughts and experiences". These points guide teachers to take observation and listening as the normal work of daily teaching, listen to and record each child one by one, truly understand and respect their inquiry interest and learning style, and understand their cognitive characteristics and personality tendencies.
First of all, teachers need to sincerely trust and appreciate children, truly realize that every child is an active learner, and change the focus from what teachers teach and what children don't learn to finding out what children are learning and how to learn.
This change of perspective has laid the foundation for a new relationship between teachers and children, which requires teachers to study and reflect on many issues. How can we really hear and see different children? How can teachers be more receptive and wait patiently? How can I communicate effectively with my children? What are the factors that affect children's expression? What do you find when you sink your heart and hear the child's independent expression? what do you think? Wait a minute.
How to respect children's subjectivity, how to keep educators' sensitivity to children's development, how to grasp the appropriate opportunity, how to support and respond to children and other aspects have put forward some clear and effective operational guidelines.
We start with such aspects as "supporting children to choose their own game materials, peers and game modes", "not being eager to intervene or interfere with children's activities", "being good at discovering all kinds of accidental educational opportunities and identifying new ways for children to learn actively", "opening questions, speculating and discussing" and "supporting children's behaviors such as inquiry, trial and error and repetition".
Give full play to the role of children's learning support and guarantee, and don't "plan for the sake of planning" to avoid having the same plan and similar classes every year.
The evaluation guide requires that "the head of the school can work out a professional development plan that conforms to the characteristics of the staff", "the teaching and research work focuses on solving the puzzles and problems in the practice of protection education" and "the head of the school can go deep into the class to understand the activities of the day and the interaction process between teachers and students".
The curriculum centered on "teaching" attaches importance to the knowledge system, emphasizing elements such as division, presupposition and teaching, while the curriculum centered on "learning" puts the topics of children's current life, children's subjective participation and the construction of their own knowledge and peer culture at the center of the curriculum, emphasizing elements such as synthesis, generation, situation and experience.
Therefore, the former attaches importance to the ability of "teaching"-thoroughly understanding teaching materials, preparing lesson plans and imparting knowledge, while the latter attaches importance to the ability of building a scaffolding of "learning"-thoroughly understanding children, creating an environment, capturing the growing point of courses in life, mobilizing children to participate, talk and jointly construct knowledge.