In the wave of internationalization of education, people have different views on the future of basic education, and there are also many questions. He Wei, director of the 11th kindergarten in Chengdu, Sichuan, believes that the internationalization of education is actually an open way to run a kindergarten. We should learn from the advanced educational ideas of other countries, respect the growth rhythm of children, and let children complete the growth process healthily. The development of the future society requires children to explore and discover in their own way and rhythm, rather than following others.
Step out of the first step of internationalization of preschool education and lay the foundation for children's growth.
Chengdu No.11 Kindergarten was founded in 192 1, which is a national bilingual engineering experimental park. Under the background of the internationalization of Wuhou education, Chengdu No.11 kindergarten takes "integration, growth and cooperation" as the guiding ideology, and "nationality and sports" as the basic elements, and carries out co-construction courses with the British sister school Gongxiang Infant Nursery School to exchange and learn from each other and jointly promote development. This is also the first time that kindergartens in Wuhou District have integrated their school-running concepts with international standards and started to step into the road of internationalization of education.
In Chengdu in April, spring blossoms. The eleventh kindergarten in Chengdu ushered in a special day. In the Sino-British Education International Exchange Week in Wuhou District-the Sino-British Inter-school Connection Course "Comparison of Chinese and English Early Childhood Education", Mr. Krieger from wakefield Primary School in England and the citizens' friends experienced the charm of Chengdu's traditional folk culture in the "Jinli" and "Kuanzhai Lane" carefully prepared by the children of the 11th kindergarten in Chengdu.
In this "Sino-British Education Exchange Week" activity, Chengdu No.11 Kindergarten, under the premise of connecting Chinese and English schools, combining the actual situation of kindergartens and the characteristics of running kindergartens, launched a unique educational activity with teachers from Britain with the theme of "enriching children's play activities with folk culture" and taking environmental creation, role games and sports activities as the breakthrough points.
He Yuanchang said that role-playing with the theme of "western Sichuan folk culture" is one of the characteristic activities of kindergartens. Kindergartens selectively take Jinli, Kuanzhai Lane, Huanglongxi, Luodai and other ancient towns as prototypes, and create some game scenes, so that children can learn about Chengdu culture through game roles in these scenic spots which best reflect Chengdu traditional culture and have Chengdu characteristics.
Teacher Craig said after attending the children's activities: "There are also such role-playing games in kindergartens and primary schools in Britain. Almost every class is interspersed with role-playing, which not only attracts children's attention, but also helps them absorb knowledge. Let children know the society in the game and have a far-reaching impact on their future. "
Dean He believes that the internationalization of education is not westernization or Europeanization, but the current trend of international education development. In fact, developed countries such as Europe and America are also advocating the internationalization of education. For example, British schools attach great importance to the diversity of students, so that students from different countries can broaden their international horizons, learn to understand tolerance and establish a global awareness in a multicultural atmosphere. To this end, the school pays special attention to absorbing students of Asian and African descent, specially sets aside a certain number of places for them, and also offers multilingual courses to turn the school into a small "earth", thus cultivating real people on the earth. In addition, the school also employs teachers from different regions and races as far as possible to improve the degree of internationalization.
True internationalization is not a complete copy, but a reference in concept, form and method. It is to grasp and develop education with international consciousness and vision, and cultivate talents who care about the motherland, have a broad mind in the world, understand Chinese and Western cultures, learn arts and sciences, and develop freely and comprehensively.
At the seminar on "Comparison of Chinese and English Early Childhood Education", Chinese and British experts in early childhood education agreed that the role experience activities of Chengdu No.11 Kindergarten take environment creation, role games and sports activities as the starting points. Through these game characters, children are branded with unique memories of western Sichuan folk art and folk customs, so that they can play various roles in the scene, let children interact with each other, cultivate their sense of identity and belonging to excellent national traditional culture, and enrich their cognition and social experience.
In the next step, Chinese and British educational institutions will also conduct in-depth discussions on various forms of early childhood education, promote the joint construction of Chinese and British school courses, and jointly promote the integrated development of early childhood education.
Director He believes that using such special activities can not only broaden children's international horizons, cultivate their national consciousness, have a sense of identity and belonging to excellent national traditional culture, and become a person with the ability of national cultural innovation, but also cultivate children to love life, feel life, learn to experience fun from life, and lay a foundation for their growth.
Open the concept of running a school and respect the growth of children.
In the idea of many parents in China, children should grow up "fast" and not lose at the starting line, which undoubtedly brings great pressure to their growth. But in fact, children are groping at this time, and adults often break the rhythm.
From the perspective of early childhood education market, bilingual kindergartens, kindergarten international classes, Montessori classes and other kindergartens or classes with "international" background have always been favored by parents. "International classes" that are in line with international standards charge more than ordinary classes. Some education experts believe that this "international craze" will continue to heat up for a long time. There are many similarities between Chinese and western preschool education. After all, they all meet the needs of children's growth and conform to the law of children's development, so they are all scientific. On the surface, the biggest difference may be the language of communication. However, from the experience of running a garden in China for many years, it also emphasizes respect for children, but it is quite different in the actual operation process.
What is the internationalization of education? Is it comparable to the education in Britain, America and Western Europe? Should internationalization go to China? Is it international to cooperate in running schools, run international classes and introduce foreign teachers? Does internationalization need a lot of money? These problems often appear in the minds of school principals who have just begun to explore the internationalization of education. For kindergartens, how to integrate education with international education?
It can be seen from the "Guidelines for Kindergarten Education" being implemented that the training goal of children in the "social" field is expounded in the way of "being able to actively participate in various activities and having confidence"; "Be willing to associate with others, learn to help each other, cooperate and share, and be compassionate"; "Understand and abide by the basic social code of conduct in daily life" ... In contrast, the most striking educational goal of American kindergartens is to "cultivate learning skills, such as reading, writing and arithmetic, but not force them to learn, so that they can learn according to their own acceptance".
He believes that a person's childhood is not only a process of learning knowledge, but also a process of constantly enriching and enriching his spiritual world. The cognitive requirements of western education are not complicated or even simple, but in fact, they put forward more requirements for cultivating children's spiritual temperament and personality shaping.