First, stimulate sharing awareness in the game.
In order to stimulate children's awareness of sharing and let them truly understand the meaning of sharing, children must be educated to care for and care for others in game activities. First of all, let children trust and care for each other, and we must establish trust and close feelings between children and between teachers and students. We can organize children to play simple games such as guessing who I am, finding a friend and taking a circle, so that children can become familiar from strangers and feel happy to play with good friends. Secondly, organize children to play games such as sending things to the disaster area, helping the blind to cross the road, picking up waste, I love Foshan, doll's house and so on. Let children gradually realize that they should care, sympathize and help others from their own interests. Finally, teachers should set an example for children to share. Teachers have high prestige in the hearts of children. Teachers' daily behaviors and emotional attitudes have a subtle influence on children. We should pay attention to our behavior and set a positive example for our children. I often consciously tell my children what I know about new games, interesting game materials or new children's toys, and teach them to play new game materials. They are willing to listen. Later, many young children's parents bought them new toys, or they shared interesting games with teachers and peers. Of course, children's peers are also role models for children to observe and learn. Teachers should give positive comments and encouragement to children who have a sense of sharing, which will inspire other children to learn from them. At the same time, in the game, children will invisibly imitate the sharing behavior of other children. In fact, when we guide children with strong sharing consciousness to play with children with weak ability, they will gradually be influenced by the atmosphere of sharing in common contact. For example, once, when children were playing with their own toys, the stingy Yude was playing with his own remote control racing car, only for his companions to see, and his companions were not allowed to touch his remote control. Wen Rui, who happened to be generous, also brought a remote control car, so I asked Wen Rui and Yu De to play with their remote control car and compare whose remote control car can get through the obstacle to the finish line the fastest. There are a lot of boys who are obsessed with cars around to watch the remote control car show. At this moment, Qingze said to Wen Rui: Wen Rui, can you lend me your remote control car to play? Wen Rui said generously, OK, he handed the remote control to Kizawa. Yude saw Wen Rui so generously lending the remote control car to his companion. Later, Ming Jie borrowed a remote control car from him, and he could also take the initiative to give the remote control to Ming Jie.
Second, create sharing opportunities in the game.
1. How to share the game material?
We often use some game materials in various game activities. In sports game activities, I take one thing and play more as the guiding ideology, organize activities, and let children explore and discover various ways of playing various devices by means of active exploration and learning, so that children and their peers can share the ways of playing sports devices and sharing sports devices, so that everyone can enjoy the happiness brought by sports devices in the game. For example, play a sports game of "Hula Hoop Circle" and put the Hula Hoop on the ground. Let the children think about it: how to play if you want to make the hula hoop rotate? The child tried to spin the hula hoop alone. I'm doing a roving observation. Please share the hula hoop with children who do different spins. In role games, new materials often appear. When children don't know how to use new materials, the teacher inspires them to think about where you saw these things in your life. What is it used for? You can ask the children who know how to share the materials with you. Those children who know how to use materials are very active and willing to tell everyone how to use them, and some children will teach their peers to use them themselves. In this way, children will use new materials in the next game scene. 2. Share the emotions during the game.
I often use games to let children feel the feelings of others, put themselves in others' shoes, enjoy others' happiness, and only worry about others. Let children have the opportunity to stand in the position of others, feel the emotional situation of others, and let children gradually realize that not sharing is a sad and painful thing. Sharing with others can make others happy, and understand that sharing brings unity, happiness and friendliness to everyone. In role games, children often have some positive emotions, such as birthday party, happy spring outing, I won the lottery and so on. I take these happy things as the content of sharing, so that every child can feel this kind of happiness, but the appearance of emotions is often instantaneous, but some children can't express their feelings at that time again in sharing. Therefore, in the process of children's games, teachers take pictures of children's wonderful moments with cameras, and then let children share happy emotions through videos, which will let children experience the situation at that time and fully understand the emotions at that time, and at the same time avoid the problem that children can't speak well. For example, when children play ball games, I prepare a small number of balls. Seeing that some children got the ball and some children didn't, I asked the child who got the ball, what if other children didn't play? Let children consciously produce shared language and behavior through thinking. Some children said: Give him this ball to play with! And pass the ball to the children without the ball, while others say, let's play together! After that, I used video to show the children playing with the ball, and seized this educational opportunity to ask them: Are you happy to play with him? Why are you happy? The child said: I am very happy to give the ball to everyone to play with. She can think of all kinds of ways to play, and she shoots well and can throw many times. 3. Share hot topics in the game.
Children often have some problems when playing games, which need us to discuss, analyze and solve, so that children can clearly understand the essence of things. In the mobile blood donation car for children in our class, a long and fat Tao Tao went to the mobile blood donation car to donate blood, and was told by Dr. Nan Nan: You are too fat to meet the requirements of blood donors. So, I asked the doctor: What should Tao Tao do? The children began to discuss, some said to lose weight, some said to eat less meat, and some said not to eat fried food. When the teacher asks the child: What food should I eat to make myself healthy? Children express their opinions one after another, eat more vegetables and fruits, exercise more, don't eat junk food, and work and rest regularly. Through communication, children have a preliminary understanding of a healthy lifestyle, which is very helpful for future life. At the same time, children have a strong interest in sharing a topic, and they can share what they know about healthy lifestyles with everyone. The speaker relishes it and the listener is absorbed.
Third, encourage sharing behavior in the game.
Powell and Feldman are the authors of Successful Children. His heartfelt words are thought-provoking: as a parent, you are the most powerful force in a child's life. You can encourage children, affirm and appreciate their achievements, and cheer them up, make progress and be brave in innovation. You don't always agree with everything your children do, but you should convince them that you have always been their staunch supporter. Therefore, as teachers and parents, don't be stingy with praise and praise, but encourage children more. When children share in the game, we will encourage them to share in time, and the children will be happy, self-respecting and satisfied, thus strengthening and maintaining their own behaviors and gradually internalizing them into their own consciousness. Therefore, the formation of children's sharing behavior is indeed inseparable from encouragement. When children can better share game materials with their peers, teachers should give affirmation and encouragement in time. For example, it's generous of you to play with children! You two work well together! Teachers' approving eyes, positive language, smiling face, touching children's shoulders, nodding to children kindly and giving them thumbs-up can greatly encourage children and satisfy their emotions, thus further strengthening their motivation to share and cooperate, and they are willing to share more and more consciously. For children who are not good at sharing or lack sharing consciousness, teachers should give timely guidance and guidance, and give different suggestions according to different situations, such as: you should take turns to play in order. How lonely it is to have no one to play with. Go and find a friend! You play for him, he plays for you, can't everyone play together? You tell him that you have built it, and then you can build me more blocks. You can lend it to him first, and then borrow something else from him. Or let them experience the direct consequences of monopoly. At the same time,
Teachers should also guide children to pay attention to the good behavior of their peers, learn to adjust and distinguish themselves in observation and comparison, and teach children to praise themselves appropriately. With the active encouragement and proper guidance of teachers,
Children's sharing behavior and sharing skills will gradually be effectively improved.
Fourth, cultivate sharing habits in the game.
Mr. Chen Heqin, a famous educator, believes that 89 of human behaviors 10 are habits, and this habit
Most of them are formed in childhood, so in childhood, we should pay special attention to the formation of habits. Therefore, in the game activities, we should use various methods to cultivate children's sharing habits.
1, the habit of sharing in turn. At different times, everyone will take turns sharing things. Because children's self-control ability is poor, it is not easy to master. We can teach our children the etiquette of sharing by turns first. For example, when playing with toys, we can tell the children who get the toys first to play. People who want to play later can say: I want to play with this toy, too. Can you play for me later? Gradually, children learn to negotiate, understand the importance of respecting others and waiting for rotation, and know under what circumstances they should take turns to share, which also lays the foundation for children's habit of obeying order. For example, playing hopscotch, children have to line up and take turns to play. It is impossible for everyone on the field to draw a house and refuse to play at the same time. If you play this game in turn, children will naturally develop the good habit of sharing in turn.
2. The habit of sharing. At the same time, children voluntarily combine, and through mutual cooperation and harmonious sharing, they finally satisfy each other's feelings and achieve the purpose of cooperation. For example, when children play the game of "building a new house with building blocks", let the children compete in groups of four to see which group of children's building blocks can be built quickly and well. Then select a few teams that have done it quickly and well, and let them tell you how they cooperated, how they came up with beautiful houses, and what do you think when you see the beautiful houses made by everyone together? Children will say that they are very happy to see the beautiful houses made by everyone. If the house you make is definitely not as beautiful as everyone else's, everyone will be happy to do it together. In the process of children's participation in game sharing, teachers coordinate relations, guide children to cooperate with others, strengthen children's sharing behavior and cooperative behavior, and promote children to develop good sharing habits.
3. The habit of sharing equally. Children from three to six years old are mostly determined by their interests in the process of communication, so there are often some unequal sharing behaviors in sharing. For example, in sharing activities, we often hear that you are not my good friend, so I won't play for you. When such a problem arises, teachers can discuss with their children: Are the shared items only for their good friends? What if others want to play? Are you happy when others give you their toys to play with? Are you sad that others don't play for you? Let children experience the feelings of others through empathy, thus forming a good habit of equal sharing.
The formation of children's sharing habits is a process from cognitive behavior to gradual internalization. It is also a complex evolutionary process, which cannot be achieved overnight and must run through daily game activities. In game activities, the infiltration of sharing education will make children experience the joy of sharing, let them share actively and willingly, and thus participate in game activities happily and actively. And through mutual cooperation in game activities, children can be effectively helped to develop good cooperation and friendly interpersonal relationships.
What is the game to help children become self-centered? Egocentricity is the necessary stage of children's early self-awareness development. Around the age of three, children's self-awareness began to sprout. At this stage, children observe the world with self-centeredness and think that people and things around them are closely related to themselves. They often choose their own behavior and design their own activities from the perspective of "themselves" without considering others. Many experiments have proved this characteristic. It can be said that everyone is "egocentric", and there are individual differences in knowledge level and development speed. If the egoism is too serious or at the age of 4-5, or even 6-7, it is still in the egocentric stage, it becomes a problem. The formation of children's egocentricity is often related to parents' inappropriate parenting styles.
How to help children get out of self-centeredness is an inevitable stage of children's early self-awareness development. Around the age of three, children's self-awareness began to sprout. At this stage, children observe the world with self-centeredness and think that people and things around them are closely related to themselves. They often choose their own behavior and design their own activities from the perspective of "themselves" without considering others. Many experiments have proved this characteristic. It can be said that everyone is "egocentric", and there are individual differences in knowledge level and development speed. If the egoism is too serious or at the age of 4-5, or even 6-7, it is still in the egocentric stage, it becomes a problem. The formation of children's egocentricity is often related to parents' inappropriate parenting styles. To help children get rid of egoism, parents need to learn and adopt scientific parenting methods. 1, shifting the focus of family attention. Parents and grandparents should not focus on their children, which is easy to spoil them. Spoiling will strengthen children's self-centered consciousness. Let the children think that they are the center of the world, and the elders naturally take themselves as the center and meet all their requirements. Parents should consciously shift the focus of family attention and treat their children as an independent person, an equal person with other family members. Only in this way can children know themselves correctly and see others. 2. Use empathy. That is, guide children to put themselves in others' shoes. For example, a pair of parents take their children to visit friends, and the children are eating bananas. A friend asked his child to bring a banana to the children who came to play, but the child refused. A friend enlightened him and said, "When children come to our house to play, we should treat others well. Will you be happy if you go to someone else's house to play and people only care about eating for themselves and don't give you food? " The child said, "unhappy." The friend went on to say, "Yes, that's why we should give it to the child, so that he will be happy." By comparison, a friend's child took out bananas. It can be seen that children need the guidance of their parents to get out of egoism. As parents, they should guide their children to know, understand and sympathize with others by telling stories, playing games and making metaphors, and promote their children to move from "self" to "others" and think for others themselves. 3. Let children participate in group activities. Excessive protection and closure of children will make them lose the opportunity to play with others and the opportunity to know the value of others. In group activities, children can taste the joy of success and realize the significance of cooperation with others, so as to get out of their own circles.
Is curriculum education research the core? At present, it is not the core, but a provincial publication.
Research on the Education of Periodical Name Course
CNNo. 15- 1362/G4
Inner Mongolia Federation of Social Sciences
Organizer: China Foreign Language Learning Research Association.
Can parents' finger reading education help children read? Before, my children also had such and such problems, which gave us a headache. Inadvertently browsing the website of Mom's University on the Internet, the contractual management mode of Zhou Zheng, a teacher of parenting education, allows parents to play with their children, which greatly inspires my husband and me. After a period of study, many children's problems have been solved. I recommend mom's university to everyone.
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Why can't China HowNet find the title of curriculum education research: curriculum education research?
course education research
Organizer: China Foreign Language Learning Research Association.
Cycle: Xunkan
Release location: Hohhot, Inner Mongolia Autonomous Region
Language: Chinese;
Format: 16
Issue number: 2095-3089
CN: 15- 1362/G4
Mailing code: 16- 129
Historical evolution:
Current Name: Curriculum Education Research
Release date: 20 12
PS: This print comes from HowNet. Maybe you are searching in the wrong way. Details of this publication are as above.
Why do preschool teachers study children's autonomous games? The Guiding Outline of Kindergarten Education clearly points out: "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 individual development of each child." The Outline requires us to "provide conditions for children's games, respect children's opinions on games, and make children satisfied and developed in games."
Kindergarten education takes games as an important way, which conforms to the laws of children's physiological and psychological development. Altyn of the former Soviet Union called games "children's psychological vitamins". We know that in many activities in kindergartens, games run through language, music, art, exercises, mathematics and other activities. Children have gained knowledge and developed intelligence through various games, and all aspects have been developed to varying degrees. Then, as front-line workers of preschool education, we should deeply realize the importance of games in activities, lay the foundation for better kindergarten game activities, and let children really learn while playing.
First, the basic characteristics of the game
Children's basic activity is play, which is the need of children's physical and mental health development. In many activities in kindergartens, games always run through them, which makes our activities colorful and meaningful.
1, the game is voluntary.
Children's participation in game activities is heartfelt and safe and voluntary. For example, in regional activities, children will choose their favorite corners to play games according to different materials put by teachers, without the need for teachers to arrange and supervise them deliberately. They play various roles, design their own game flow and control all kinds of toys.
2. The autonomy of the game
Kindergarten curriculum itself has a strong game. Games provide teachers and children with their own choices. In the game, children can give full play to their imagination and let their thinking run freely between imagination and reality.
3. The randomness and uncertainty of the game.
When children participate in various activities, they are very concerned about the progress of the game. They don't pay attention to winning or losing, as long as everyone has fun together.
Second, the important role of games in children's physical and mental development.
The life theory of children's games clearly puts forward that "games are children's lives, and children's lives are games". This makes us realize the value of games in children's physical and mental development at a higher level.
1, games can promote the healthy growth of children's bodies.
Childhood is a critical period for children's growth, and games can be organized anytime and anywhere, such as inserting music games into music teaching, playing games independently in regional activities, and playing games in outdoor activities. The content of these games is close to the children's actual age, and the teacher's difficulty level can be adjusted according to different people, which mobilizes the enthusiasm of all children to participate in the games and is more suitable for the children's physical and psychological needs.
2. Games improve children's cognitive ability.
In the process of participating in the game, children imitate, operate together and explore freely with their peers with the help of game materials and the environment created by teachers, which greatly satisfies children's thirst for knowledge and curiosity.
In the regional activities, I prepared colorful handmade paper for the children playing in the "Dollhouse". At first, I found that children only tear various colors into strips or blocks and pile them together. Later, I took part in it and made a "cold shredded carrot" with red handmade paper. Now the children are very excited. They have shown their cooking skills, cooked many dishes, and made special pasta of Hui nationality, such as twist and fat meat. Ma Xia of our class made a "cucumber pat" with green handmade paper. He tore some "shredded red pepper" around with red handmade paper and poured a layer of "garlic paste" on it with white paper scraps. In this activity, the children learned about various colors, studied aesthetics, and made clear the reasonable collocation of various colors in real life.
3. Games enhance children's collective consciousness.
In many game scenes, children should communicate and cooperate with their peers to work out some rules of the game together. Let's take the doll's house as an example. Children should be assigned roles, who will be the father, who will be the mother and who will be the baby. In addition, we should design some other roles, such as guests. During the game, children should pay more attention to the disadvantaged groups, let them be babies, get the care and care of "adults", and I also know how to receive visitors politely. It is not easy to have fun. In the game activities, children learn humility, learn to get along with their peers, and more importantly, learn to care for and help others. The collective consciousness is reflected in the child's unconsciousness.
4. Game activities promote the development of children's sociality.
The development of various role games not only meets children's psychological needs, but also promotes the development of children's socialization. For example, in the music activities of the "barber shop", children not only learned to sing, but also teachers put in various hairdressing props, such as scissors, scissors, hair dryers, towels, clips, work clothes and so on. Children imitate a series of actions such as how barbershop employees wash, cut, push and blow. After enjoying the enthusiastic service of the clerk, the children should not only say, but also pay, respect other people's labor and experience the happiness of labor.
In addition, in the process of participating in the game, children can vent bad emotions, eliminate nervousness and timidity, and devote themselves wholeheartedly to the game activities.
Third, how to give teachers active and effective guidance in game activities.
Games are children's independent activities. Many times, we will see such a scene. The teacher will take the children somewhere and start playing games. At this time, the children will discuss what games to play together in twos and threes. Some people say play this, others say play that. When they agree, they will enthusiastically participate in the game. When they don't agree, children will look for new partners aimlessly. This shows that games come from children's inner interests and desires. Of course, it doesn't mean that all games should be chosen and played by children. Sometimes, the guiding role of teachers is also very important. We organize and guide children's games effectively on the premise of respecting their wishes.
First of all, teachers should carefully create a good game environment for children and mobilize the enthusiasm of children to participate in game activities.
Teachers prepare all kinds of materials conducive to the game before the game activities. For example, in the "regional activities", we provide stethoscopes, white coats, nurses' hats and so on. For the sake of children, they discussed with each other, assigned roles, assumed situations, and staged a drama of angels in white's life to save the people. In addition, they will put handmade paper, candles, incense and matches of various colors, and the children will involuntarily recite them.
Therefore, teachers should try their best to create an environment that can trigger children's games, and at the same time, it should not be too fancy, so as not to make children unable to start. They should also change the activity materials from time to time, from simple to difficult, so as not to stop the children's thinking.
Secondly, teachers should leave enough time for children to enjoy playing games.
Because of the time, we sometimes ask our children to pack up their materials and stop playing games when they are in the middle of playing. Seeing their reluctance, I really can't bear to disturb them.
Organizing a game is very meaningful for children. Being able to express what you are interested in with games is actually a release of children's ability. We should respect children's wishes and let them have a sense of accomplishment in the game.
Third, teachers should let children know the rules and methods of the game according to their age characteristics and the difficulty of the game, so as to ensure the smooth progress of the game.
For some new games, if children don't know how to play them, they will definitely make them unwilling to participate. Therefore, before the game, teachers should demonstrate with short and clear language and vivid body movements, so that children can understand the name and play of the game, so that children, teachers and children can learn from each other, master the rules of the game, learn to play the game, and give careful guidance to children, so that every child has the opportunity to participate in the game.
Practice has proved that the game is a free activity that is beneficial to the healthy development of children's body and mind, and has unique educational value for the development and cultivation of children's subjectivity. Teachers should regard games as a basic educational activity in kindergartens, constantly explore and reflect in teaching activities, and integrate games into all areas of children's daily activities to better promote children's healthy, happy and all-round development.
20 16 1 and 20 16 what courses to take in the postgraduate entrance examination vary according to different schools. Please refer to the 20 16 postgraduate professional catalogue of the school you want to apply for.
2. At present, the on-site confirmation of postgraduate entrance examination is in progress. Candidates must hold the second-generation ID card, the original diploma and other relevant supporting materials, go to the test center to confirm the online newspaper information, pay the fee and take a photo with the online newspaper number. No one else can prove it. If the on-site confirmation is not made, the registration is invalid.
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What are the four lessons of preschool education curriculum research worth?
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