In June 1999+00, the guiding outline of kindergarten education (for trial implementation) completed the second part of educational objectives and content requirements. 1. Kindergarten education should implement the national education policy, adhere to the principle of combining conservation with education, give children a comprehensive education in all aspects of body, intelligence, morality and beauty, and fully implement the goal of conservation education proposed in the Regulations on Kindergarten Work. Secondly, the content of kindergarten education is extensive and enlightening, which can be divided into five aspects, such as health, society, science, language and art, according to the categories of children's learning activities, or in other ways. All aspects of content should develop children's knowledge, skills, abilities and emotional state. Third, children's learning is comprehensive and holistic. In the process of education, we should flexibly and comprehensively organize and arrange all aspects of educational content according to children's existing experience, learning interests and characteristics, so that children can get a relatively complete experience. First, health-enhance children's physique and cultivate healthy attitudes and behavior habits (1) goal 1. Adapt to kindergarten life and be emotionally stable; 2. Good living habits and basic self-care ability; 3. Have a preliminary understanding of safety and health and know how to care for and protect yourself; I like taking part in sports activities. (2) Education requirements 1. Establish a good relationship between teachers and students and peers, so that children can experience the happiness of kindergarten life and form a sense of security and trust; 2. Help children develop good personal hygiene habits such as eating, sleeping, washing, defecating and caring for public health; 3. Guide children to learn self-help skills and cultivate basic self-care ability; 4. Carry out all kinds of interesting sports activities, especially outdoor and natural activities, to cultivate children's enthusiasm for taking part in physical exercise and improve their adaptability to the environment; 5. Closely combine children's life and activities to carry out safety and health education to improve children's self-protection ability; 6. Develop children's coordination and flexibility in walking, running, jumping, drilling, climbing and other sports activities. (3) Guide point 1. Teachers should put protecting children's lives and promoting children's health in the first place in education. 2. Physical health and mental health are closely related, so we should attach great importance to the importance of good interpersonal environment to children's physical and mental health. 3. Children are not passively "protected". Teachers should respect children's growing independent needs, help children learn self-care skills and exercise their self-protection ability while caring for them. 4. Sports activities should respect children's physical growth and development laws and age characteristics, and do not train sports that are not suitable for children. Second, science-stimulate children's curiosity and desire to explore, and develop children's cognitive ability (1) goal 1. Keep curious and discover interesting things in the surrounding environment; 2. I like to observe, and I am willing to use my hands and brains to find and solve problems; 3. Understand simple mathematical relations in life and explore things with simple classification, comparison and reasoning; 4. Willing to explore with peers, express their findings in an adaptive way, and communicate with each other; 5. Love animals and plants, be close to nature and care about the surrounding living environment. (2) Education requirements 1. Guide children to contact with the natural environment, let them feel the beauty and mystery of nature, and stimulate their curiosity and interest in understanding; 2. Combine and apply life experience to help children understand the natural environment and understand the relationship between nature and their own lives; 3. Guide children to pay attention to common scientific phenomena around them, feel the convenience brought by technology to life, and sprout interest in science; 4. Guide children to use the goods and materials around them to carry out activities and discover the various characteristics and functions of goods and materials; 5. Provide opportunities for children to observe, operate and experiment, and support and encourage children to explore boldly with their hands and brains; 6. Guide children to pay attention to the relationship between number, quantity, shape, time and space in the surrounding environment and discover mathematics in life; 7. Help children understand basic mathematical concepts and develop their thinking ability in the process of solving problems; 8. Encourage children to express their exploration process and results in various ways, express the fun of discovery and share it with others. (3) Guiding point 1. Children's science education is scientific enlightenment education, which focuses on stimulating children's cognitive interest and exploration desire, and helping children learn to explore through observation, comparison, analysis and inference. 2. The process of learning science should be the process of children's active exploration. Teachers should let children use their senses, do it themselves, and use their brains to find and solve problems. Encourage cooperation among children and actively participate in children's exploration activities. 3. Children's scientific activities should be closely related to children's real life, and teachers should make full use of things and phenomena around children as the objects of scientific inquiry. Third, society-enhance children's self-esteem and self-confidence, cultivate children's caring and friendly attitudes and behaviors, and promote the healthy development of children's personality (1) goal 1. I like to participate in games and various beneficial activities, and I am happy and confident in the activities; 2. Willing to associate with people, polite, generous and friendly; 3. Know right and wrong and be able to act according to the basic rules of social behavior; 4. Willing to accept the task and strive to do what you can; 5. Love parents, teachers, peers, hometown and motherland. (2) Education requirements 1. Guide children to participate in games and other activities, and experience the fun of coexistence with peers; 2. Strengthen the communication between teachers and students and their peers, cultivate children's intimate and friendly attitude towards people, teach necessary communication skills and learn to live in harmony; 3. Provide every child with opportunities to develop their strengths and gain a sense of success, and enhance their self-esteem and self-confidence; 4. Provide opportunities for free activities, support children to choose and plan activities independently, and encourage children to work hard to complete tasks; 5. In common life and activities, help children understand the necessity of rules of conduct and learn to abide by them; 6. Educate children to care for toys and other items and clean them up after use; 7. Guide children to contact and know adults in different occupations closely related to their own lives, and cultivate children to respect the labor of people in different occupations; 8. Expand children's understanding of the social living environment and stimulate their feelings of loving their hometown and motherland. (3) Guiding point 1. Society is a comprehensive learning field. Social learning is often integrated into various learning activities and permeates all aspects of children's daily life. 2. Social learning has subtle characteristics, especially the learning of social attitudes and social emotions, which is often not the result of direct "teaching" by teachers. Children learn mainly by accumulating relevant experiences and experiences in real life and activities. Teachers should pay attention to influencing and infecting children through the environment. 3. Teachers and parents are important sources of influencing sociology of childhood's learning. Imitation is an important way for sociology of childhood to learn. The words and deeds of teachers and parents have a direct and indirect influence on children and constitute their "role models" for learning. Therefore, adults should pay attention to their words and deeds and set a good example for children. 4. The cultivation of children's sociality needs the consistency and close cooperation of family, kindergarten and society. Fourth, language-improve children's enthusiasm for language communication and develop children's language ability (1) Goal 1. Like to talk and communicate with people; 2. Pay attention to listen and understand each other's words; 3. Be able to clearly say what you want to say; I like listening to stories and reading books. (2) Education requirements 1. Create a free and relaxed language communication environment, support, encourage and attract children to talk with teachers and peers, and experience the fun of language communication. 2. Cultivate children's listening habits and develop their language understanding ability; 3. Encourage children to express their thoughts and feelings in clear language and develop their language skills; 4. Educate children to communicate with people in polite language and form the habit of civilized communication; 5. Guide children to contact excellent children's literature works and let them feel the richness and beauty of the language; 6. Cultivate children's interest in simple marks and words that are common in life; 7. Use books and paintings to stimulate children's interest in reading and writing, and cultivate their skills before reading and writing; 8. Provide a language environment in Mandarin to help children get familiar with, understand and speak Mandarin. Ethnic minority areas should also help children learn their own language. (3) Guide point 1. Children's language is developed through active use in life, and it is difficult to master it only by the direct "teaching" of teachers. Teachers should make full use of various opportunities to guide children to actively use language to communicate. 2. Language learning has the characteristics of individuality, and teachers should pay attention to individual communication with children and free dialogue between children. 3. Language ability is a comprehensive ability. The development of children's language is closely related to their emotion, thinking, social participation level, communication ability, knowledge and experience, and language education should permeate all activities. V. Art-Enriching children's emotions and cultivating children's initial interest and ability to feel and express beauty (1) Goal 1. Be able to feel the beauty in the environment, life and art; 2. I like art activities and can boldly express my feelings and experiences in my favorite way; 3. Be willing to entertain, perform and create with your peers. (2) Education requirements 1. Guide children to get in touch with beautiful things and touching events in life, and enrich their perceptual and emotional experiences; 2. Guide children to appreciate works of art and cultivate their interest in expressing beauty and creating beauty; 3. Provide opportunities for free expression, encourage children to imagine boldly and express their feelings and experiences by using different art forms; 4. Guide children to make toys and craft decorations with things and waste materials around them and experience the fun of creation; 5. Create conditions for children to show their works and guide them to communicate, understand and appreciate each other. (3) Guide point 1. Art is another "language" for children to express their knowledge and feelings. Children's art education should guide children to contact with all kinds of beautiful things and phenomena in life and enrich their perceptual and emotional experiences. 2. Art activity is an emotional and creative activity. Children should have a sense of pleasure and personalized performance in the process of artistic activities. Teachers should understand and actively encourage children's distinctive expressions and be careful not to turn art education into mechanical skill training.