First, the advantages and disadvantages of collective teaching and the problems existing in collective teaching in kindergartens in China

The so-called kindergarten "collective teaching activity" here is an activity that forms kindergarten life together with "one-day life activity" and "activity area activity" tool

Body refers to the educational activities organized by teachers purposefully and in a planned way, in which all children in the class participate. Including pre-made and generated educational activities by teachers, separate "classes" and a series of activities around a theme, as well as educational activities carried out by the whole class together and in groups at the same time.

(A) the advantages and disadvantages of collective teaching

Generally speaking, because collective teaching is an educational activity organized by teachers purposefully and planned and attended by all the children in the class, theoretically speaking, it can have the following advantages. 1, efficient, economical and fair.

2. It has a strong leading role in children's learning and development.

3. Strong systematicness

4. Form a learning community and cultivate collective consciousness.

However, the advantages of the above-mentioned collective teaching are only theoretical possibilities, not necessity. The realization of these advantages requires certain preconditions.

Problems in Collective Teaching of Kindergartens in China

1, the role of collective teaching is inaccurate, and its relationship with daily life and games.

The connection is not clear. School starts in September. Are you ready, teacher? Pre-school preparation for primary school teachers' teaching plan and work plan ... junior high school teachers' teaching plan and work plan. ...

2. The orientation of educational goals in various fields is unclear, and the core values are difficult to reflect.

3. Children's age characteristics, learning characteristics and the actual level of development in various fields are uncertain, and the teaching objectives are high or low, which are vague. They attach importance to knowledge and skills while ignoring emotional and attitude goals.

4. The "gold content" of the teaching content is not large, and the degree of difficulty is not appropriate; The educational value of "gold content" is often not fully explored.

5. The teaching process lacks effective teacher-student interaction, "inspiration and guidance" is insufficient, "indoctrination control" is redundant, and most children are in a passive learning state.

6. The teaching method is single, which does not conform to children's learning characteristics, or flashy, which cannot effectively promote learning, and so on.

Second, the premise of improving the quality of collective teaching: accurate positioning

Compared with daily life and games, kindergarten collective teaching is an educational activity organized by teachers purposefully and in a planned way. Therefore, it should play a more active role in promoting and guiding children's learning and development, reflecting the idea that "education should be ahead of development and lead development". This is the basic orientation of collective teaching in kindergartens.

The knowledge and experience of preschool children can be divided into two categories: the first category is relatively simple knowledge and skills, which are naturally acquired by children in daily communication with adults, in life, games, visits and labor; The second kind of knowledge and skills is more complicated. Although this kind of knowledge only accounts for a small part of children's total knowledge, it has a great influence on children's development and can only be mastered through specially organized teaching.

Although the theory of systematic teaching of preschool knowledge explains the teaching in the cognitive field more, it is very important for us to think about the positioning and realization of collective teaching in kindergartens.

The relationship between sports and daily life and games still has some enlightening effects.

(1) Distinguish between "two types of experiences" and clarify which learning experiences can be obtained spontaneously through daily life and games, and which need collective teaching.

(2) Put collective teaching into the experience system composed of one-day life and games in kindergarten, and fully consider the relationship and connection with children's spontaneous experience.

(3) It is clear that the task of collective teaching is to help organize and expand the experience gained by children's spontaneous learning, make it systematic and reach a new level of understanding.

(4) Select teaching content, highlight core concepts or problems, and give full play to the "finishing touch" of collective teaching (if the role of daily life and games in children's learning and development is compared to painting dragons). Teachers can ask themselves first: can these contents be learned in daily life or games? There is no need to teach as a group if possible. If these contents can be learned in daily life or games, but some unique values cannot be reflected, they can also be carried out through collective teaching, but this unique value must be found in the teaching design.

In a word, the key to improve the quality of collective teaching in kindergartens lies in accurate positioning first.

Accurate positioning is not only a cognitive problem, but also a practical problem. Only by correctly treating and dealing with the differences and connections between collective teaching and daily life and games in kindergartens can we avoid the misunderstanding of passive learning that collective teaching has to memorize because it doesn't understand the basics, and really play a leading and promoting role in children's learning and development.

Third, the use of lead in collective teaching.

(A) "Guide" can help kindergarten collective teaching.

1 can help teachers understand the core values of education in various fields.

The Guide expresses the goals and educational suggestions of children's learning and development in five fields: health, language, society, science and art. At the beginning of each field, it briefly explains the basic values, educational points and special precautions of this field for children's learning and development in popular language. At the same time, through the sub-fields contained in each field and their basic goals, the most basic content of children's learning and development in this field is expressed, which provides important support for teachers to understand and grasp the core values of each learning field.

(B) the use of "guide" in collective teaching should avoid misunderstanding.

As mentioned earlier, the Guide is more specific and operable, which can directly help solve many problems in preschool education, including collective teaching in kindergartens, but these characteristics also easily lead to some misunderstandings in implementation. Therefore, when designing and organizing collective teaching, it is necessary to use this guide correctly to avoid the following misunderstandings.

1, mechanically design collective teaching activities for each goal and its performance.

2, rigidly looking for "content" from the goal and performance.

3. Simply teach collectively in different fields.

4. Organize comprehensive activities mechanically and superficially.

In short, in order to improve the suitability and effectiveness of collective education, we must first be familiar with the Guide, truly understand the core values, basic goals, children's learning characteristics and development laws embodied in the Guide, and master the guiding points of the Guide. At the same time, we should combine the outline with the guide, and with the help of the spirit of the outline, scientifically design, organize and reflect on collective education activities.