First of all, talk about textbooks.
Preschool pedagogy is a professional theoretical course for preschool teachers. It integrates theory, practice and application, and plays a connecting role in professional courses. The fifth chapter "Basic Elements of Kindergarten Education" is the connection point between preschool education theory and practice.
Kindergarten environment is the third paragraph after the first paragraph of kindergarten teachers and the second paragraph of children. Through the study of this section, students can fully understand the three basic elements of kindergarten education and deeply understand the relationship among them. Kindergarten environment is the objective factor of education, the object of mutual dependence and interaction between teachers and students, and the important link between kindergarten teachers and children. It should be emphasized that teachers' ideas and behaviors are not only important factors that constitute the educational environment, but also decisive factors that affect the quality of the educational environment.
Future preschool teachers must realize the importance of educational environment, hide their educational intention in the environment, learn to use and create colorful environment to trigger children's corresponding behaviors, and make children actively interact with the environment, thus achieving educational goals and promoting children's development.
This lesson is completed in 3 class hours.
Second, talk about teaching objectives
According to the spirit of "Outline", through the analysis of the structure and content of teaching materials, combined with the actual situation of our students, our department has formulated the following teaching objectives:
(a) knowledge and skills objectives
Understand the concept and function of kindergarten environment; Master the principles of kindergarten environment creation, and learn to use the theory of environment creation to find, analyze and solve problems;
(2) process and method objectives
Adopt and learn independent exploration, cooperative learning and participatory methods;
(C) emotional value goals
Feel the educational environment of "equality, respect, trust and cooperation" and establish the educational concept of environmental education.
Third, the focus and difficulty of teaching.
The teaching target is the second-year preschool students, who are young, have a thin cultural foundation and limited understanding, and have almost no preschool education experience. Quite a few students are confused about their future career. This "level of cognitive development" and "uncertainty of career orientation" make it difficult for students to understand and apply the principles of kindergarten environment creation, and the same problems exist in the practical work of kindergarten environment creation.
I remember once attending the "Henan Kindergarten Directors Summit Forum". Many model kindergarten directors talk about the "beauty, luxury and atmosphere" of their kindergarten environment and architectural style. He/she said: such a kindergarten is valued by the leaders, the guests are happy and the parents are satisfied. However, I don't recognize the word child from their words. When I asked, "What is the role of the kindergarten environment?" "Who is the kindergarten environment for?" "Where is the participation of young children reflected in the environment?" No one answered me when I was waiting for the question, but I could feel the disdain of the directors. A director explained: Isn't the environment just beautification? ! It can be seen that principals who have many years of experience in running kindergartens still have misunderstandings about the "understanding and creation of kindergarten environment" and inevitably deviate from the principle of environmental creation. This determines the focus and difficulty of this lesson is:
(A) the focus of teaching
1, understand and master the principles of kindergarten environment creation, and apply the theory of environment creation to solve practical problems in education;
2. Give play to the leading role of teachers and create a good spiritual environment.
(B) Teaching difficulties
1, principle of applicability
2. The principle of children's participation
Fourth, talk about teaching methods.
Senior two students have studied infant health care and infant psychology, laying a professional foundation for the study of infant education. At the same time, the second-grade students have the experience of observing and practicing in kindergartens, and some students have directly participated in the activities of creating kindergarten environment, and have a certain perceptual knowledge and experience of early childhood and kindergarten education; In addition, the school-based curriculum of "Gender Equality Education" offered by girls' schools makes students bolder and more confident than girls in coeducational schools. Therefore, they have the courage to speak in class and are good at expressing themselves. Even like to debate, dare to challenge teachers and authority, these are the favorable conditions for me to carry out teaching. The unfavorable factors are that girls are not interested in theoretical courses as a whole, and their logical thinking ability is weak and they are not good at thinking. Therefore, combined with the situation of students, I pay attention to flexibility and diversity in teaching methods, specifically:
1, scene creation method
The creation of questions leads to contradictions and conflicts in students' cognition, thus stimulating students to actively think, explore new knowledge and actively construct new knowledge structures.
2. Case teaching mode
Vivid case reappearance can help students understand concepts, grasp the essence of creating an educational environment, learn to use the theoretical knowledge they have learned to find and analyze problems, and improve their ability to solve problems.
3. Intuitive teaching method
Multimedia courseware, videos and pictures can not only enhance the vividness and interest of students' learning, but also make up for the weakness of girls' lack of abstract thinking ability, stimulate students' interest in learning and promote their understanding and mastery of knowledge.
4. Participatory learning
Pay attention to and respect the growth pace of each student in teaching. On the basis of students' existing experience, encourage them to actively discuss, think, communicate and share, sum up, refine, expand or change students' original experience, thus forming new knowledge and experience. In the process of participatory learning, students are not only the recipients of knowledge, but also the creators and contributors of knowledge. More importantly, they have gained a sense of accomplishment, belonging and self-confidence, experienced the happiness of learning, creation and success, and the learning process has truly become student-centered learning.
Step 5 study together
"Group discussion and large group sharing" can not only cultivate students' team consciousness and cooperation spirit, but also enhance students' self-confidence. A good educational environment constructed by teachers and students is conducive to students' further understanding of the educational principle of "teacher-oriented and student-centered", which can ignite students' enthusiasm for children and preschool education to a certain extent and improve the stability of students' career orientation.
Five, said the teaching program design
(1) Introduce a new lesson: listen to and watch the story of Meng Mu's three actions, create questions, guide thinking, and naturally transition to the new content of kindergarten environment and role.
1. Why did Meng Mu move three times? What is important in the process of children's growth?
2. What environments are involved in the story? What are the common elements of these environments?
3. Do these environments play the same role in preschool education? Meng Mu finally chose to live near the school?
(2) Actively explore new knowledge.
1, understand the significance of kindergarten environment
By thinking about the "Three Major Movements in Meng Mu", students learned that the environment that affects children's growth is not only the small environment inside kindergartens (schools), but also all external factors that affect children's physical and mental development, including family and society. Starting with students' familiar knowledge, refine new understanding. Expand students' original concept of kindergarten environment and deepen their understanding of the meaning of kindergarten environment, so as to establish the concept of big environment and big education.
2. Understand the function of kindergarten environment.
Kindergarten education is inseparable from the participation of families and communities. Kindergarten, family and community are all environmental factors that play an important role in children's development. Only by actively cooperating with families and communities can kindergartens determine a good educational effect. But the role and influence of each factor are different, which should be made clear.
3. Grasp the principles of kindergarten environment creation.
This is the focus and difficulty of this section. In order to effectively help students understand the essence and requirements of the principles of kindergarten environment creation, I adopt various teaching means and methods to achieve the teaching objectives through four-step procedures: ① find out the key words and grasp the principles; ② Understand the essence of keywords; ③ How to implement the operation? ④ How to apply it in practice? For example, when breaking through the difficulty of the principle of children's participation, the specific design is as follows:
(1) find out the key words of "children's participation principle" through collective discussion;
(2) How to understand "participation"?
① Through group discussion (case), each group put forward their own understanding of "participation";
Case: Members of Zhoushan Village Women Handicraft Association pieced together a big puzzle "Me and my organization" with rags.
The content of the puzzle is the story of each of them, which records the process of individual and association collective growth. The interaction of these groups has enhanced the sisterhood and cohesion of the association.
② Share the opinions of each group through a large group;
(3) The teacher summarizes and refines the views.
Participation refers to the whole process of participation, equal participation and wholehearted devotion from negotiation, discussion, planning, creative execution, display to final evaluation.
(3) How to complete the process of participation?
Read cases, discuss in groups, share in large groups, and summarize and refine the specific implementation steps of the principle of participation from the inspiration of the creation of the Olympic theme wall;
Teachers presuppose, provide learning background and materials-observe and negotiate children, pay attention to their interests and experiences-guide children to choose and learn independently-cooperate with teachers and students to build and learn together.
(4) How to understand the application in practice?
Key points: create an educational environment for children who can talk, communicate and have stories, prevent the wrong practice of "directors (experts) planning and designing, arranging and replacing, and treating children as decorations", and recognize the role of teachers as "directors, collaborators and supporters" in children's participatory learning.
4. Problems that should be paid attention to in creating kindergarten environment.
This is also the focus of this teaching. I put the educational intention of "teacher-oriented and student-centered" into the whole teaching design, trying to reflect it through case analysis, specific teaching methods and teaching links. In the teaching process, I also hope that through teachers' passion, enthusiasm and personal practice, I can show teachers' leading role and exert their appeal, create a good learning atmosphere with students, and feel the spiritual environment of "equality, respect, trust and cooperation".
At the same time, through the research and understanding of environmental discourse by educators such as Montessori, Piaget and Reggio, the educational concept of "environmental education" was established.
(3) consolidation and strengthening stage
Thirdly, by analyzing pictures and examples (for example), we can clarify misunderstandings and accurately understand the environment and its creation principle; Learn to use the theory you have learned to find and analyze problems. Strive to provide a rich and healthy kindergarten environment to lay a solid foundation for promoting children's all-round development and lifelong development.
(4) check the summary stage
Firstly, the knowledge points are summarized in the form of intuitive and systematic blackboard writing to help students understand and master. Then through the judgment of abstract ideas, we can test the learning effect, improve the ability of analyzing and solving problems, and transform knowledge into work ability and self-confidence. For example:
1. Kindergartens educate children through the environment.
2. There are educational factors in all environments of kindergartens.
3. Many influences of the environment outside the kindergarten on children are spontaneous, and these influences are complex.
Children's parks should keep children away from society and provide them with a safe development environment.
(v) Expand the practical stage.
Expand students' learning from classroom to extracurricular, from kindergarten to outside the park, and further enhance and strengthen students' ability through teaching practice. Therefore,
Homework: Observe an activity directed by a kindergarten teacher to understand how the teacher guides children to interact with the environment.
Sixth, talk about the expected effect of teaching.
Leaders and judges: In the whole teaching process, I always run through the educational principle of "teacher-led and student-centered". Teachers' "guidance" is based on students' "learning" and centered on learning, encouraging students to actively participate in the whole process of knowledge construction through independent exploration and cooperative exchange, so that students can understand the knowledge points they have learned in a positive and pleasant classroom atmosphere and grasp the key points.
This is the end of my speech. Thanks again to the teachers.