Teachers' morality and personality play a decisive role in achieving good educational and teaching results. Teachers' morality and personality are more important to preschool teachers. Early childhood education is an education to prepare for a person's learning and development, and it is an education to lay a good foundation for lifelong learning and development.
We have all studied infant psychology, and know that the critical period for the development of various abilities and non-intellectual psychological qualities in a person's life is mostly in early childhood. For example, about 3 years old is a critical period for children to be self-disciplined, to establish awareness of rules, to develop practical ability, to establish independence, to develop attention, spatial perception, musical ability and observation ability. About 4 years old is a critical period for children to have a direct interest in learning knowledge, and it is also a critical period for children to start learning foreign languages. About 5 years old is a critical period for children to master the concept of numbers and form their comprehensive mathematical ability, as well as the formation of language and abstract logical thinking, as well as the emergence of learning mentality and learning habits. About 6 years old is a critical period for the development of children's social organization ability, creativity and operation ability.
This is also inseparable from the physiological characteristics of young children. 1-6 years old is a period of rapid growth and development of the human brain. This shows that as a kindergarten teacher, there is a long way to go. Preschool education is not dispensable, and the work we face is sacred. So, how can we be a qualified kindergarten teacher?
We need to establish a good concept of early childhood education.
First, establish a good concept.
Concept is the soul of teachers, which directly affects teachers' educational behavior, and then affects children's learning and long-term development.
(A), establish a correct view of children
Children are independent people. Children's legitimate rights and interests, their personality and basic needs should be respected and met.
Children, like adults, are individuals with independent personalities, and their needs should be respected and met. Children's human rights are survival and development. Therefore, the attitude and way of communication between teachers and children should make children feel safe, stress-free and valued, and let children feel the love and respect of teachers. In kindergarten, teachers must not corporal punishment or corporal punishment in disguised form. The starting point of kindergarten work is to carry out various activities on the premise of ensuring safety. For example, when the teacher talks to the child, he leans down with a smile and looks at the child. They will have a sense of security, and they will feel and experience love and respect from the teacher's eyes, expressions, words and behaviors. The teacher is very amiable and thus encouraged and satisfied. )
2. Children are active learners and people who live independently when they grow up.
Children are born as an active individual, with vitality and growth, the ability to distinguish and choose external stimuli and the ability to learn, and they are active explorers of the environment. "Childhood (from birth to seven years old) is the most important period in life, which will determine the child's character and character; People's life habits, knowledge and skills, words, thoughts, attitudes and emotions should all lay the foundation in this period. This period is the fastest time to develop intelligence and learn language, and it is also the easiest time to develop moral habits (that is, the best period). Children are born with the ability to learn actively. Children come from different families and live in different environments. Their original cognitive structure and experience level are different. The same thing or phenomenon will have different meanings for different children. Teachers should regard children as active learners and allow them to learn according to their own needs and interests. Teachers should understand children's needs and interests, become children's playmates in activities, play with children, observe children, find children, help children, and let children find and solve problems themselves. Maximize children's interest, meet their needs, further gain experience and improve their original level. Let's go out of the traditional "teaching children to learn", adapt children's "learning" to the teacher's "teaching" mode, give children the initiative to learn, and create an education that adapts to children. Cultivate their abilities and enrich their inner world.
3. Children are people in the process of growing up and have unique cognitive characteristics.
Children's cognitive characteristics are different from those of school-age children and adults. The most prominent features are:
* Direct interest: Children's understanding of things is directly affected by interest. They are interested in learning things with high initiative, but they are unwilling to learn things they are not interested in. Interest is the best teacher and the internal motivation to stimulate people's enthusiasm for learning. Therefore, teachers should turn what they teach into children's needs, make children interested and stimulate their desire to explore and learn. Let children know how to save water. The teacher said that there are many places in China where you can drink every kind of water ... which our children have never experienced. Without life experience, the teacher should design an activity plot. The little water drop is crying, he can't find his mother ... or the water pipe is crying. Let the child put away the tears in the water pipe and see how it works. What should I do? Use it to wash towels, wipe floors, repair water pipes, etc. )
Direct experience: children's age characteristics determine that their understanding of things is perceptual, concrete and vivid, and their thinking often needs the help of action. They must understand things through things and materials, so they need teachers to look at problems from the children's point of view according to their needs, create an environment suitable for children, provide rich materials for children to learn through operation, and accept their views, viewpoints and cognitive levels. Even if they are wrong, they need teachers to give correct guidance at this time.
4. Children vary greatly.
Children vary greatly, and the younger they are, the greater the difference.
The difference of children's personality brings about the difference of their needs, which makes their needs for security, new experiences and activities very different. Article 5 of the General Principles of the Outline: "Kindergarten education should respect children's personality and rights, respect children's physical and mental development laws and learning characteristics, take games as the basic activities, pay equal attention to education, pay attention to individual differences, and promote the individual development of each child." Teachers should guide and evaluate individual differences, provide learning content for children to choose, and promote all-round development with their own characteristics and differences. Let every child continue to develop at the original level. According to Gardner's theory of multiple intelligences, human intelligence includes language intelligence, logical mathematics intelligence, spatial intelligence, body movement intelligence, music intelligence, interpersonal intelligence, self-knowledge intelligence and natural observer intelligence. The development of these eight kinds of intelligence is uneven. Everyone's living environment and cultural background cause individual differences. Teachers should cultivate children's independent personality while accepting differences. Discover its advantages, give affirmation, praise and encouragement, and encourage it to make up for its shortcomings. )
(B), establish a scientific concept of early childhood education
1. Early childhood education lays the foundation for children's lifelong development.
Article 2 of the General Principles of the Outline: Kindergarten education is an important part of basic education and the basic stage of school education and lifelong education in China. All kinds of kindergartens in urban and rural areas should proceed from reality and implement quality education according to local conditions to lay a good foundation for children's lifelong development. In other words, preschool education, as an early stage of life, should prepare for a person's lifelong learning and development. That teacher should adjust the educational goal, value orientation and the way of "teaching and learning". It is not that I teach you to learn, but that children should enjoy learning and learn these great educational goals and values.
Happy learning means that children are interested in learning and feel that learning is a happy thing. If children's interest in learning and good study habits are cultivated in early childhood, then children will have a dynamic mechanism for lifelong learning and development.
Knowing how to learn emphasizes the ability to acquire knowledge and explore and solve problems. If a person learns to learn, he can constantly use these methods to seek unknown knowledge and solve emerging new problems.
In Shushan, there is a virtue (drama) as the Tao, but there is no cliff pain (joy) in learning the sea. )
2. The function of education is to arouse and promote learning and cultivate the quality of lifelong benefit.
When we regard children as active learners, we should clearly realize that teaching by teachers does not mean that children learn, and teaching by teachers does not mean that children learn. Teachers accurately grasp what to teach, when to teach and what to teach. The role of teachers is no longer just to "talk" and "speak directly", but to explain and demonstrate to children step by step with examples or operational experiments. Teachers should be supporters, collaborators and guides of children's learning activities (Part III of the Outline organizes the implementation of Article 10). In kindergarten, the process of education is emphasized, but the result of education is ignored. The content of education is comprehensive and enlightening, and it is an educational activity with games as the basic form of activity and interest cultivation as the premise. Attention should be paid to the development of children's emotional experience and attitude tendency, and the choice of educational content should be close to children's life and make children interested.