Preschool education is an education that prepares for a person's lifelong learning and development, and lays a good quality foundation for his lifelong learning and development. The key to laying a good quality foundation lies in whether teachers have good educational quality and innovative ability, that is to say, teachers' understanding of educational objectives, educational contents, organizational methods and strategies, and educational environment not only affects the educational practice of kindergartens, but also implies teachers' views on education and children.
I. Interviewee:
Teacher Yolanda of Mudanjiang Forest Administration Kindergarten
Second, the survey method:
Conversation method
Third, investigative steps:
1. According to the "Continuing Education Series of Century Preschool Teachers-Self-evaluation Manual" compiled by the kindergarten classroom of the Central Institute of Education, the examination questions are drawn up.
2. An individual survey was conducted on teachers' understanding of educational objectives, educational contents, educational organizations and strategies, and educational environment. At the same time, it counts teachers' papers and their participation in class evaluation since 1998, which provides a basis for innovative education research.
Fourth, the survey results:
1. Teachers in our garden have a poor understanding of educational objectives, educational contents, educational organizational forms and strategies, and educational environment.
2. The consciousness level of young teachers and middle-aged and young teachers before innovative education research is generally balanced. Statistically, there is a significant difference between days;
3. It can be seen from the publication of teachers' articles and the awards of excellent courses since 1998 that teachers' scientific research level and teaching and research ability are not ideal and need to be improved.
Analysis and discussion on verb (abbreviation of verb);
There are some differences in the understanding of educational objectives and contents between young teachers under the age of 25 and young teachers over the age of 25, accounting for 54.6% and 46.6% respectively. The correct rate of young teachers under 25 years old is 8% higher than that of teachers over 25 years old. In our opinion, this result shows that although young teachers are young, their ideological fields are broader than those of young teachers, they dare to explore, have the spirit that newborn calves are not afraid of tigers and have a strong sense of innovation. Although older teachers are serious, they often work by experience and are more conservative. So there is a certain gap in understanding between the two.
The results also show that our kindergarten teacher answered, "What do you do when your child's interests and concerns conflict with the activities you want to carry out?" On this issue, the correct rate reached 85.5%. It shows that through the experiment of "adapting to China's national conditions and improving children's quality" and the educational reform in recent years, the teachers in our garden realize that children are active learners, the starting point and destination of our education, and their personality and basic needs should be respected and met.
Advices on intransitive verbs:
1. In view of the fact that forestry and kindergarten teachers don't know enough about educational objectives, educational contents, educational organization methods and strategies, and educational environment, we should first establish innovative ideas among teachers; Establish a comprehensive diversity education view based on human survival and development; Establish a good educational concept of respecting, appreciating, arousing children's subjective consciousness and giving play to children's subjective spirit, and change "learning" into "learning". Teachers should realize that children are human beings, developing and active subjects; It is the starting point and destination of education. Teachers should respect and meet children's needs, see children's unique cognitive characteristics, and see individual differences among children. Children should be regarded as active learners, and children should be allowed to choose learning content from the surrounding environment according to their own needs and interests. Secondly, we should create an innovative environment for children. In order to promote the interaction between subject and object, it is necessary to provide children with environment and materials, arouse children's active exploration, and make children gain valuable experience in the interaction with object. Teachers should clearly realize that environmental innovation is for children's development, and children need living environment, not furnishings. Let every child have the opportunity to interact with the environment in a variety of senses and ways. Teachers should provide children with rich and varied materials to make the educational objectives and contents concrete. The way to provide materials should be easy to stimulate children's inquiry activities, so that children can gain an understanding of things in the interaction with materials. So as to discover the relationship between things.
2. Correctly handle the relationship between "innovation" and "inheritance". According to the investigation results that there are some differences between young teachers and middle-aged teachers in our garden in their understanding of educational objectives and contents, we believe that although young teachers are superior to middle-aged teachers in some aspects, both young teachers and middle-aged teachers should correctly handle the relationship between "innovation" and "inheritance". On the other hand, we must reform the teaching contents and organizational strategies to activate the educational process. This puts higher demands on our teachers. Young and middle-aged teachers should dare to innovate while accumulating experience, which is the fundamental guarantee for cultivating innovative talents.