As a kindergarten teacher who is responsible for the special work of cultivating young children, and as an educator in a society with increasingly diversified values, we need to be guided by correct concepts. With the "people-oriented" Scientific Outlook on Development deeply rooted in our society, the concept and practice of basic education are undergoing great and profound changes with the times, preschool education is developing towards a more people-oriented, professional and standardized direction, and the basic concepts of kindergarten teachers are also being updated. The basic concepts such as "children-oriented", "teachers' morality first", "ability first" and "lifelong learning" put forward in the Professional Standards for Kindergarten Teachers (hereinafter referred to as "Professional Standards") reflect the rich connotation of teachers' professional development under the new situation.
First, it is child-oriented.
(A) on the meaning of "child-oriented"
"Ben" can be interpreted as: foundation, subject, root, origin, essence, starting point, purpose, etc. The meaning of "child-oriented", that is, "child-oriented", is the concrete embodiment of "people-oriented" Scientific Outlook on Development in early childhood education, the important connotation of the essence of early childhood education, and the core concept that kindergarten teachers should uphold. Cherishing children's lives, respecting children's values, meeting children's needs, safeguarding children's rights and promoting the all-round development of every child are the core connotations of "children-oriented". Advocate "child-oriented" but not isolated.
"Child-oriented" is not "just for children", because the realization of "child-oriented" needs many conditions to ensure, otherwise "child-oriented" will become an empty talk. Many examples show that children's good development is difficult to achieve without the correct understanding, guidance and support of adults. The research on the factors affecting the quality of preschool education also shows that, among the factors affecting the quality of preschool education, the "process quality" as the first factor largely determines the experience and the quality of experience that children get in their daily lives. The elements of "process quality" such as "teacher's affinity" and "positive attitude towards children" are reflected by the relationship between caregivers and children. The real "child-oriented" is embodied in the daily interpersonal relationship centered on the "relationship quality" between caregivers and children, and in the repeated interactions between caregivers and children. At the same time, from the factors affecting the quality of working environment, we can also see that the work, living conditions, job satisfaction and stress of caregivers are closely related to the quality of early childhood education. Because of this, paying attention to improving the working conditions of preschool teachers, improving their treatment and reducing their pressure are inseparable from implementing the concept of "children-oriented" and promoting the development of preschool teachers. The isolated emphasis on "child-oriented" gives teachers too much burden or pressure, and only makes teachers talk about dedication and "all for children", regardless of the quality of teachers' working environment. Without reforming the management of kindergartens and creating suitable working conditions for teachers, it is impossible to achieve "children-oriented". Advocate "children-oriented", but not absolute. We can't think that "child-oriented" means "children are omnipotent", and even reasonable protection and education are regarded as "adult-oriented" and criticized. Children are equal social members and independent people with adults, which is the basic view of "children-oriented". However, it must be noted that "equality" is about the social status relationship between children and adults, while "independence" is more about children's personality. "Child-oriented" is completely compatible with adult protection, education and even necessary constraints and norms. In a word, the concept of "children-oriented" has far-reaching significance in the history of early childhood education in China, and it is the result of social progress in China. Every kindergarten teacher should be keenly aware of the social progress and its accompanying conceptual changes, face it with rational consciousness, and constantly improve their understanding and understanding of education and children.
(B) on the "child-oriented" educational code of conduct
The concept of "children-oriented" is expressed in professional standards as follows: "Respect children's rights and interests, take children as the main body, and fully mobilize and give play to children's initiative; Follow the characteristics of children's physical and mental development and the laws of teaching activities, provide appropriate education to ensure children's happy and healthy growth. " It can be said that this is the embodiment of the concept in the practice of preschool education. In order to practice the concept of "children first", we should follow the following code of conduct.
1. Respect children's dignity and rights as "people". The first essence of "child-oriented" is to respect children's rights. Children, as independent "people", have their own basic rights. The Convention on the Rights of the Child emphasizes that children should share the same values and rights as adults. The Guiding Outline of Kindergarten Education (Trial) emphasizes that "kindergarten education should respect the personality and rights of young children". Kindergarten teachers should realize that the fundamental difference between "child-oriented" education and "adult-oriented" education lies in whether education helps children grow into mature, responsible, qualified social citizens who can exercise their rights correctly or turns them into slaves or accessories of adults. Love children, respect children's personality, understand, respect and protect children's right to participate in all activities related to the white body and express their opinions, so that every child can spend his childhood happily and with dignity, which should be a firm educational belief of every kindergarten teacher.
2. Respect the uniqueness and value of early childhood.
Children are different from adults. "Curriculum Standards for Teacher Education" points out that "early childhood is a period full of imagination, creativity and great potential for development, and it is a period of exploring, understanding and experiencing the surrounding world by playing games as the main way, and constructing one's own experience, knowledge and peer culture". It is an irreplaceable period different from other life stages, and it is also a very valuable period that needs care and protection. The purpose of conservation is not only to consider how to carry out education suitable for children's abilities, but to let children live like real children. The OECD (referred to as the World Economic Cooperation Organization) clearly stated in the Report on the Investigation of Education Protection System published at the beginning of this century: "Childhood, as a stage of life, is an era of high value in itself ... It is the pursuit that conservationists must keep in mind that children can live based on their own thinking and interests and keep that meaningful life all the time." Early childhood education that respects the uniqueness of children and the value of children's lives is "child-oriented" education.
3. Respect children's physical and mental characteristics and the law of protection education.
The "Guidelines for Kindergarten Education (Trial)" clearly points out: "Respect the laws of children's physical and mental development and learning characteristics, take games as the basic activities, pay equal attention to education, pay attention to individual differences, and promote the personality development of each child." Kindergarten teachers must understand that the laws of children's learning and development are independent of adults' will, and they should constantly explore, discover and follow these laws with awe. By creating a good educational environment, children can learn, develop and grow healthily in games and life.
4. Promote every child's lively, active and all-round development.
It is the fundamental purpose and principle of education in China to make the educated develop morally, intellectually and physically. It is by no means a "child-oriented" education, and it cannot promote every child to get an all-round development education. The newly promulgated Outline of the National Medium-and Long-Term Education Reform and Development Plan points out: "Establish a scientific concept of quality, and take promoting people's all-round development and adapting to social needs as the fundamental standard to measure the quality of education." Therefore, preschool teachers should establish the educational belief that every child has the potential to achieve all-round development, and it is their sacred duty to help every child achieve all-round development. Only based on this belief can we put "child-oriented" into practice.
Second, teachers' morality comes first.
Teachers' morality is the most basic and important professional standard and norm for kindergarten teachers. Every teacher should adhere to the concept of "morality first" and "love preschool education, have professional ideals, practice the socialist core value system and fulfill teachers' professional ethics" according to the requirements of professional standards. Caring for children, respecting their personality, caring, responsible, patient and careful; Be a teacher, teach and educate people, be self-respecting and self-disciplined, and be an enlightener and guide for children's healthy growth. "The so-called teachers' morality, that is, teachers' professional ethics, is the sum of various codes of conduct and moral norms that teachers must follow in education and teaching. Teachers' morality is the concrete embodiment of the socialist core value system in educational activities, and the socialist core value system plays a leading and guiding role in teachers' morality. Teachers' morality comes first, that is, teachers put teachers' morality first in the process of carrying out educational activities and fulfilling their duties of teaching and educating people. Among them, "loving preschool education, having professional ideals, fulfilling professional ethics and striving to practice the socialist core value system" is the core of kindergarten teachers' ethics; "Caring for children, respecting children's personality, caring, patient and meticulous, responsible, fair and just" is an important content of kindergarten teachers' morality. As the "enlightener and guide of children's healthy growth", kindergarten teachers must be an example, educate people, educate people and have self-esteem, which is the role requirement of kindergarten teachers in professional standards.
Third, ability is the most important.
In the Professional Standards, "ability first" is defined as the basic concept that kindergarten teachers must uphold. Why put forward the concept of "ability first"? On the one hand, since 1996, 2 1 century, the international education commission put forward four pillars of education, namely, learning to recognize, learning to do things, learning to live together. "Learning to do things" has become the value orientation in the field of international education, and attaching importance to capacity building has become the trend of teachers' professional development all over the world. On the other hand, judging from the development of preschool education in China, it is very urgent and necessary to put forward "ability first". Since the implementation of "Guidelines for Kindergarten Education (Trial)" 10, teachers' concepts and preschool education practices have undergone fundamental changes, which have promoted the transformation of kindergarten curriculum paradigm in China, from "teaching"-centered curriculum to "learning"-centered curriculum. However, different paradigms of kindergarten curriculum have different ideas, different curriculum elements, and different "view of ability" and ability requirements, which makes the professional ability of kindergarten teachers in China face great challenges. The curriculum centered on "teaching" attaches importance to the knowledge system, emphasizing subjects, presupposition, teaching and other factors, while the curriculum centered on "learning" puts the topics in children's current life, children's subjective participation, the construction of their own knowledge and peer culture at the center of the curriculum, emphasizing factors 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. Obviously, the "center of competence" has shifted and the "competence structure" has undergone fundamental changes. Needless to say, the problem of teachers' ability has become the main bottleneck to thoroughly implement the Guiding Outline of Kindergarten Education (Trial) and the main obstacle to further deepen the reform of preschool education. It is not difficult to see that the concept of "ability first" put forward in professional standards has not only practical significance but also long-term strategic significance for the development of preschool education in China.
Fourth, lifelong learning.
The concept of "lifelong learning" in "Professional Standards" points out that kindergarten teachers should constantly learn advanced preschool education theories and understand the experiences and practices of preschool education reform and development at home and abroad; Optimize knowledge structure and improve cultural literacy; Have the awareness and ability of lifelong learning and sustainable development, and become a model of lifelong learning. "The concept of lifelong learning adapts to the trend of international teachers' professional development and education reform, and also adapts to the professional characteristics that teachers need to learn and improve constantly.
Since 1980s, all major countries in the world have gradually taken lifelong learning as the basic policy and principle to guide their own educational reform and development. At the same time, the position and role of lifelong learning in teachers' professional development have been paid more and more attention, and lifelong learning has become one of the main trends in international teachers' professional development and education reform. In China, the 16th National Congress of the Communist Party of China put forward a major strategic task of building a learning society and a lifelong learning system, which set off a wave of building a learning society nationwide. The Outline of the National Medium-and Long-Term Education Reform and Development Plan (20 10-2020) also puts forward: "By 2020, basically realize the modernization of education, basically form a learning society and enter a powerful country in human resources." The curriculum standard of teacher education in China promulgated by 20 1 1 takes "lifelong learning" as the concept, pointing out that "teachers are lifelong learners. Teachers' professional development is a process of continuous improvement, which requires teachers to carry out lifelong professional learning. "This is a positive response of China's teacher education to the current international education reform and development trend, and it is also the direction guide for teachers' lifelong learning.
The professional characteristics of kindergarten teachers determine lifelong learning. The object of kindergarten teachers' profession is individual children with initiative and uniqueness. One of the main tasks of kindergarten teachers is to stimulate children's interest in learning and lay the foundation and motivation for their continuous development in the future society. Dostoevsky, a famous German educator, said: "Only by constantly striving for self-education can we educate others." Therefore, kindergarten teachers must establish the concept of lifelong learning and put it into action, thus constantly affecting children's learning attitudes and behaviors and promoting their continuous development. At the same time, the perfection and renewal of knowledge literacy, ability literacy, educational theory literacy and moral literacy required by teachers' professional development require teachers to establish the concept and practical actions of lifelong learning. Teachers must constantly broaden their knowledge horizons, optimize their knowledge structure, constantly guide their education and teaching activities with new theories and methods, reflect on and improve their education and teaching practice, and thus constantly improve their professional ability. In order to become lifelong learners, preschool teachers should first have a clear awareness of lifelong learning and sustainable development, and realize that lifelong learning is the basic requirement of the progress of the times and social development, the inexhaustible motive force for people's self-development and self-realization, the basic condition for preschool teachers' professional development, the inevitable requirement for preschool teachers to better complete their education and teaching work, and consciously keep pace with the times; Secondly, kindergarten teachers should have the ability of lifelong learning and sustainable development. In 2006, the European Commission put forward eight key abilities of lifelong learning, including mother tongue communication ability, foreign language communication ability, mathematics, science and technology, information technology ability, learning to learn, interpersonal communication, cross-cultural communication ability, citizenship, practical spirit and cultural expression ability. Kindergarten teachers should combine the professional practice of "White Body", constantly improve the ability of lifelong learning, and strive to become veritable lifelong learners and promoters of learning society.