The promulgation of the new "Outline" has given preschool teachers a brand-new vision, and the implementation of the new "Book for Use" in Fujian Province has brought new challenges to everyone. Although preschool teachers are advancing in the collision and agitation of various ideas, they gradually update their ideas and turn them into educational practice, which has made educational practice have a new improvement. However, due to various reasons, there are still some problems in rural curriculum reform, which has brought some resistance to rural curriculum reform. Therefore, the author tries to analyze some existing problems and put forward some countermeasures in order to inspire and help rural curriculum reform and teachers.
I. Issues and analysis:
Question 1: Pursuing Fashion —— Course Mode "Reggie Europeanization"
Rural kindergarten teachers do not fully understand some new educational concepts, and mistakenly think that curriculum reform is to implement the "theme activity" curriculum, regardless of the reality of the kindergarten, blindly pursuing the current fashion curriculum-Reggio's schema teaching. As a result, due to the limitation of the overall space and conditions of kindergartens and the influence of teachers' quality, it deviates from the general track of planned teaching activities in practice, violates the basic characteristics of planned teaching, and creates an empty form of planned teaching, which is still a "big platter" course that divides teaching.
Question 2: Conforming to parents-the teaching form and method are "primary school"
In the implementation of the new curriculum, the administrative and teaching and research departments do their best to train teachers, so that teachers can reach a consensus on curriculum reform. However, once exposed to the reality, teachers will consciously or unconsciously disconnect the curriculum concept from the teaching reality, fall into a fixed mindset, and teach along the previously familiar direction and path. Moreover, kindergartens are limited by school conditions, with simple buildings, large classes and small activity space. Primary school style tables and chairs are basically matched by one teacher. Restricted by the requirement of "high starting point" in primary schools, rural parents still require kindergartens to focus on "reading, writing and calculating". Therefore, in order to survive and meet the needs of parents to a certain extent, kindergartens have no choice but to take classes as their basic activities, and the teaching methods are still subject to a fixed curriculum. "Stand up in class ..." Everyone's primary school teaching is marching in a hurry.
Question 3; The stereotyped reproduction of toys, materials and corner settings has been "urbanized"
District corner activities are the main places for children to learn, and this new concept has been recognized by the majority of kindergarten teachers. But how to set and divide corners, and what toys and materials to put? The teacher is still confused, superficial and casual. Based on their own imagination and subjective speculation, they think that in order to broaden children's horizons and cultivate modern children, they must follow the city and put in modern toys and materials. Therefore, the practice of urban kindergartens was transplanted, and areas such as "supermarkets, beauty salons, selling labor and bowling alleys" were set up, and every effort was made to make kindergartens "upgrade" and strive to make children live a "well-off" life. Toys and materials are developing towards electronization and electrification. Most of them are placed in the image simulation toys that simulate things, and the low-structure toys with no rules on how to play are discarded. Moreover, these corners, toys and materials are only set up and put in as the facade of the kindergarten, in order to please others. Children can only watch their hands and wait until the "open day" to have fun, which obviously violates the nature of children and the original intention and educational value of opening the corner activities.
Second, the countermeasures:
1, improve quality, be pragmatic and implement new curriculum.
The outline clearly points out that "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." Teachers are the direct implementers of quality education. Therefore, teachers' views on education and children determine teachers' educational behavior and directly affect the educational effect of curriculum reform. Therefore, teachers should further understand the spiritual essence, objectives, content and educational value of the Outline, and their professional quality needs to be improved urgently, so as to enhance their self-confidence in reform, establish a simple view of resources and values of "giving full play to their talents", and start with practical problems that they can solve, so as to improve and develop themselves.
▲ In terms of curriculum: teachers should be clear that there is no best curriculum in the world that can be suitable for all kindergartens. On the contrary, the course that suits your kindergarten is the best course. They should clearly realize that the curriculum is not standardized and unified. They should re-examine the kindergarten curriculum with the holistic view of early childhood education, and realize that the curriculum integration advocated by the Outline emphasizes the organic connection between curriculum objectives and content, makes the curriculum content an organic whole, and pays attention to the integrity of educational influence. Because the choice of curriculum model is the organic unity of reality and history, we must proceed from the present situation and conditions of kindergarten curriculum. Moreover, Reggio's program teaching activities have their own basic characteristics and context, and have special requirements for teachers' quality. Not all kindergartens can do this, and not all kindergartens should choose this curriculum model. Therefore, the author believes that rural kindergartens should learn from the characteristics of Reggio preschool education system, proceed from the existing conditions, take field activities as the main body, organically integrate the contents of various activities, and strive to improve the overall effectiveness of various activities and realize kindergarten-based courses.
▲ In the choice of curriculum content: The outline points out: "The organization of kindergarten education content should give full consideration to children's learning characteristics and cognitive rules, and should originate from children's lives." Therefore, rural kindergartens should make good use of new books selectively and creatively on the basis of field activity guide books, combined with their own practice, children's reality, environment and other expandable resources. At the same time, rural folk games, children's songs and legends, songs and dances, costumes, crafts, architecture, local natural ecology, social life, customs and habits and other unique contents with educational and cultural value are included in the curriculum. Only in this way can we truly meet the different needs of different children, especially the needs of game activities, make the educational content vivid, experiential and diversified, and provide children with opportunities to feel and experience their hometown culture, thus cultivating their social identity, deepening their respect and love for local culture and laying a good foundation for inheriting excellent national cultural traditions.
▲ In terms of curriculum implementation: according to the actual situation, flexible use of group activities, collective activities, personal activities and other forms, so that children can voluntarily participate, actively operate, independently construct, actively create and boldly express themselves through contact and interaction with the surrounding nature, society and people, and gain experience and knowledge and experience through specific activities such as observation, operation, experiment, exploration and games. The form of education should be situational, gamification and so on.
▲ Learn to reflect and improve yourself.
Reflective teaching is an important way for teachers' professional growth. Self-reflection refers to teachers' reflection and re-understanding of their own teaching behavior or views. Pre-class reflection is forward-looking and helps to improve teachers' predictive power; Classroom reflection is monitoring, which helps to improve teachers' adaptability and adaptability; Reflection after class is very important, which will help teachers improve their work next time. Through such reflection, teachers should adjust the factors related to education, conceive a more perfect educational strategy close to children, and then practice and reflect, so that teachers can understand and internalize the spiritual essence of the Outline, and turn it into their own teaching behavior to promote their professional growth.
2. Make full use of educational resources to effectively promote the development of young children.
The educational value of the environment has aroused great concern of preschool teachers. Environment can stimulate children's thinking, guide their behavior and change their knowledge and understanding. Therefore, teachers should consciously observe the surrounding environment carefully, keenly judge the educational value contained in it, and make full use of this resource.
▲ Parents' resources:
The Outline points out: "Family is an important partner of kindergarten. Preschool teachers should strive for parents' understanding, support and active participation based on the principles of respect, equality and cooperation, and actively support and help parents improve their educational ability. "To this end, we should base ourselves on the rural reality, start with propaganda, start with small things, and randomly infiltrate the concept of early childhood education anytime and anywhere. We can use the "small horn" radio station in rural areas to broadcast special programs on early childhood education, use publicity columns in village committees and other places to display children's works, and use the weekly market to let children be small propagandists, sing, dance and draw pictures, reproduce kindergarten life and show their growth. Through this form of listening, watching, communicating and interacting, parents can never understand early childhood education; From understanding to understanding; From understanding to support, parents are urged to realize that they are not only parents, but also children's. The first teacher realized that the cultivation of children's emotions, attitudes, abilities and behavior habits is more important than "reading, writing and calculating", which triggered parents to actively cooperate closely with teachers and form a joint force of family education.
▲ Environmental resources:
Teachers should be clear that preschool education is not "aristocratic education", nor can it be done with only money. They should establish a new concept of resources, develop and utilize the unique rich resources in rural areas and children's closeness to nature through their own efforts, give full play to the advantages endowed by nature, take children to expand activities in nature, go "crazy", think, do and explore, and make children lively, interesting and effective in nature. From the physical activities of climbing mountains and picking wild flowers to the scientific activities of finding and measuring the thickest and thinnest trunk, compare the number of leaves with different shapes; Then watch the beautiful scenery of hometown and sprout the emotion of loving hometown; Find tadpoles from the pond, plant them in the fields, pick ears of rice, and then pick fruits in the orchard to experience the joy of hard work and harvest; From playing with mud bunkers, to digging sand to build a maze, and then cutting window flowers to welcome the new year, the desire to build a hometown is aroused in the feeling of fun. Here is a place for children to play, a place to study and a paradise for life. In addition, you can also set up a "grocery store", "knitting factory" and "toy factory" according to the actual situation in rural areas, and choose grass and bamboo for knitting activities; Sculpture activities with mud, fruits and stones; Use leaves and peas to carry out sorting activities, provide cheap and good waste materials such as stones, chicken feathers and boxes, let children use their brains and find ways to make their favorite toys, so that nature and society can truly become living teaching materials and release potential educational value.
In short, rural preschool education should not only get out of the strange circle of blindly "cloning" the urban model, but also prevent it from falling into the mode of blindly teaching toys and copying nature. Teachers should be conscientious, screen educational opportunities from common life events, seek spiritual nourishment from rural civilization, make use of rich natural materials in rural areas and learn from the experience and practices of urban preschool education reform, which not only makes up for the shortcomings and defects in rural children's lives, but also makes rural preschool education have its own world.