With the continuous development of preschool education theory, the mode of kindergarten education activities is constantly updated and evolved, and gradually presents a situation of coexistence of various modes. The following is a brief introduction of several models that have an impact on preschool education in our region:

1, subject-specific educational activity mode (subject-specific teaching) In the early 1950s and 1980s, the kindergarten curriculum was divided into six subjects: physical education, Chinese, common sense, calculation, music and art. Teachers determined specific activity objectives according to the subject objectives, monthly objectives and weekly objectives of each subject, selected appropriate content according to the objectives, analyzed the content and carefully selected the organization mode of educational activities.

There are many problems in the actual operation of subject-based education: First, teachers often treat their children with the concept of "attending classes" in primary schools, which leads to a general tendency to emphasize classes over games. The teacher in class said that the phenomenon of children listening is more serious. Secondly, due to the emphasis on classes and the systematic teaching of various disciplines, their respective systems are strengthened and their weights are aggravated, and the phenomenon of separation between disciplines is becoming more and more serious.

2. Comprehensive theme education activity mode.

Children's cognition is holistic and undifferentiated, just like a big tree, and childhood is like a trunk. His understanding of the world is holistic, vague and undifferentiated, involving everything, and the more he goes up, the more divided he becomes. In primary school, there will be Chinese and arithmetic. Science in senior three, there will be nature and geography. In middle school, mathematics will be divided into geometry and algebra. When you get to college, you will be divided into more and more detailed, more advanced and more professional, and the rest will not be involved. According to children's cognitive characteristics, this activity mode is produced. The most important feature is that it is composed of "synthesis" and "theme". The comprehensive embodiment of multi-discipline, interdisciplinary and super-learning.

Subject synthesis; Theme, that is, the goal around it is concentrated, distinct and prominent. The essence of "comprehensive theme education" is to highlight the educational activities with children as the main body under the guidance of teachers. Its elements are: ① educational activities are closely combined with children's real life. (2) The whole education plan has broken the boundaries of disciplines. ③ Cancel the class hour system. (4) Take activities as the center and organize courses around a topic. ⑤ Adopting multi-stage and sub-unit teaching methods.

For example, in collective education activities, teachers organize observation of autumn scenery and appreciate the prose Autumn is Beautiful, with the aim of helping children understand the prose and let them paint autumn scenery with a brush. When the corners are active, put materials related to autumn in each corner.

3. Five educational activities (after 1990s)

The design of five educational activities is also based on goals: first, teachers determine specific activity goals according to activity field goals, monthly goals and weekly goals; Step two, the teacher selects the content according to the activity goal, and makes a concrete analysis of the content (selecting the content); Thirdly, teachers carefully choose the organization and teaching strategies of educational activities, design the basic steps of activities, and consider the environment and materials that need to be prepared for activities (activity planning); The fourth step, the teacher analyzes and evaluates the designed activities according to the pre-determined goals, so as to determine or modify the plan and effectively promote the realization of the goals (making plans).

There are similarities between the five educational activities and the subject teaching model. All of them divide the educational content according to the subject system, but they also incorporate new educational concepts. In the design, children should be the main body, and children's learning characteristics and cognitive laws should be fully considered, so that children can explore, communicate and learn in activities. Rich and colorful materials and relaxed atmosphere have become the most important foundation for children's study and activities.

In the face of today's complicated situation, when choosing educational activities, we should make an objective choice according to the needs of activities and the situation of teachers, and the most effective is the best.

How to carry out effective centralized education activities

The educational activities of kindergartens are composed of concentrated educational activities, district corner activities and daily life activities. Centralized educational activities are the main channel to implement education. First, determine the appropriate teaching objectives, which is the core of effective teaching, such as large class scientific activities-peanut baby activity objectives.

1. Teachers and students jointly create an environment to stimulate children's interest in exploration.

2. Encourage children to boldly ask questions related to peanuts and express their understanding of peanuts in more coherent language.

3. On the basis of existing knowledge and experience, cultivate children's attitude towards scientific activities, practical ability and innovative spirit.

For example, the goal of a language activity (1) is to understand the content of the story and feel the emotional characteristics expressed in the work. (2) You can boldly express your understanding of the work with words and actions.

The goal of a music activity (1) is to understand the content of songs and be able to sing songs in a natural voice. (2) Boldly create and perform songs according to the lyrics.

The goal in the above example is too general, not specific enough and useless. Such a vague and operable goal is difficult to achieve through one activity, which often leads to the aimlessness of children's learning, the blindness of teachers' guidance and the lack of pertinence. Teaching goal design is the planning of the expected results of teaching activities and an important link in teaching design. When designing teaching objectives, there are generally three or so, which are divided into two levels. The first level is the educational goals in key areas that can be achieved through educational activities, and the second level is the educational goals in other areas that can be infiltrated through this activity. So, how to state that the teaching goal is clear? How can we realize the clarity of teaching objectives?

First, the teaching objectives must be specific, clear, operable, measurable and evaluable, and the space should not be too large. We should use observable behaviors as far as possible to make the teaching objectives operable.

The statement of teaching objectives should reflect the change of children's behavior, not the change of teachers' behavior, and mainly explain the situation of children's completion of exercises and children's learning results;

(2) The statement of teaching objectives should have the minimum performance level achieved by children, which is conducive to considering how to measure and evaluate teaching results scientifically.

Second, the goal must be suitable for the child's development level, not too high or too low. Third, we should have an integrated mind and pay attention to the multiple values of education, including knowledge, skills, emotions, attitudes and abilities. For example, early childhood science education is often regarded as an important field to develop intelligence and cultivate scientific inquiry ability. Today, cooperation, communication, sharing, respect and understanding of others and communication originally belong to the social, linguistic and artistic fields. Therefore, the goal of the example 1 can be modified as follows:

1. Stimulate children's interest in exploration through tasting, making small animals or various modeling activities; 2. Encourage children to speak actively and boldly, and tell the taste and characteristics of peanuts in a more coherent language;

3. Through business activities, guide children to feel the beauty of their hometown and the joy of labor, and cultivate children's feelings of loving their hometown and labor.

Secondly, choosing teaching content with educational value is the premise of effective teaching.

At present, the main problems in choosing teaching content are: 1. The content of the activity is too simple, lacking challenges to children, and the activity looks very lively. Children can actively participate, but there is no development value. 2, the pursuit of novelty but no teaching value. 3. Simply think that children are interested but have no teaching value.

What kind of teaching content can effectively achieve the teaching objectives?

1 Select appropriate content, and delete the content that has nothing to do with the goal or has little to do with it. 2. The selected content should consider the age characteristics of children, and there is room for development in children's recent development areas, that is, based on children's psychological development level.

3. The selected content should be closely related to children's real life, be moderately novel, and avoid being divorced from children's real life experience, and focus on the life around children. For example, the expansion of objects, a major scientific activity, is really a wonderful design intention.

In our life, we often encounter the phenomenon that objects are heated, cooled or expand when they meet water. In order to let children know this phenomenon preliminarily and understand its principle simply through experiments, this activity is specially designed to improve children's ability to observe and explore things. Activity preparation (omitted) Activity flow I. Beginning part (omitted) II. base component

(1) Observing and discovering the thermal expansion of objects.

1. Take a look: the teacher fried the fried dough sticks on the spot. Let the children observe the changes of fried dough sticks and tell me why. 2. Have a taste: make popcorn on the spot, let the children taste it and feel the secret of its change. 3. Contrast: What's the difference between corn and popcorn? 4. Do: The teacher shows the flat table tennis and asks the children to find ways to make it swell. Why? (2) It is observed that the object expands when it is cold. 1. Show the child the frozen cracked bottle and observe why this phenomenon occurs. 2. What other objects will have this phenomenon when they are cold? (3) Observe and discover the phenomenon that an object expands when it meets water. 1. The children's desks are filled with plates of yuba, tremella, biscuits, etc. The children were asked to soak one of them in water and observe what happened. 2. Take out soaked soybeans and non-soaked soybeans and guide the children to observe the difference between them. Why? 3. Guide the children to observe the freshly soaked yuba, tremella, biscuits ... try to explain the situation of soybeans in your own language. Children hold some tea leaves and talk about the changes of tea leaves while making tea. What is the object expansion that brings convenience to our life? What phenomena of object expansion will affect our life? Third, choose appropriate teaching methods.

Here, we must first define an educational concept, what to teach children and how to teach them. Because different forms achieve different purposes. For example, if you talk about insects, you can tell them that a pair of tentacles, two pairs of wings and six pairs of feet are insects. You will remember them after teaching them a few times, but what you remember is only knowledge, and you may forget it in a few days. But you should find another way, instead of teaching memory, take your children to organize a series of activities and take them to catch insects first. This is very happy, much happier than telling them, and very impressive. After catching it, keep it in a natural corner to see what it likes and doesn't like. This is the way to learn and explore knowledge. Children know how to discover, observe and try. Learning is interest, ability and method, so we take two different forms to teach, and children get different results and development, so we choose content and methods according to goals, and then promote children's development. 2. Form effective teacher-child interaction and enhance the effectiveness of classroom teaching. In the process of collective teaching activities, teachers mainly rely on questions to guide children to explore, so the design of questions is very important. The same meaning, different questions, children's reactions are different. I often hear some teachers say hello, yes or no, and so on. Children can answer directly without thinking, lack doubts and cognitive conflicts, and substitute simple collective reaction for children's in-depth thinking activities, forming children's false and lively thinking. In addition, teachers' language artistry is not strong. When designing activity lesson plans, teachers did not deeply consider the internal relations between problems, and children's learning styles and characteristics led to inaccurate instruction expression in the process of teaching organization. The questions raised are not clever and enlightening; The problem lacks hierarchy and progressive difficulty, which can not satisfy children's strong thirst for knowledge and curiosity. Before asking a question, you should think about why you want to ask this question, what role this question plays in it, and what development and promotion it can have for children.

What kind of experience. 1, narrative topic. That is to guide children to observe and describe things carefully. For example, "What do mom's eyes look like?" 2. Compare questions. That is, inspire children to compare the similarities and differences of things. For example, ask "What's the difference between a triangle and a square?" 3. Confidential issues. That is, inspire children to ask questions with concepts. For example, ask, "What plants are vegetables? Which plants are fruits? " 4. Hypothetical questions. That is, to stimulate children's imagination. For example, what will people do if there is no water on the earth? This way of asking questions can cultivate children's imagination and divergent thinking ability. 5. Ask questions selectively. In other words, it is a question of choosing among several conclusions. For example, "Who do you think is the best, triangle, circle or square?" Wait a minute. This way can improve children's ability to distinguish things and ask questions. It refers to asking questions about children's initial judgment in the process of observation and perception. For example, "How do you know this is long and that is short?" This kind of questioning can urge children to observe more accurately and carefully, thus forming a correct conclusion. For different age groups, the requirements for asking questions are different. Teachers should start from the actual situation of children and ask specific questions for small classes. Don't ask several consecutive questions. Don't ask too simple questions for large classes, but ask some deep, general and diverse questions. Children in middle classes should be moderate. 3. Effective guidance. First of all, teachers should have teaching objectives in mind, clear teaching ideas, thorough research on teaching content, and avoid the randomness of guidance. Many teachers only pay attention to the events and words described on the surface of textbooks because they have not studied the textbooks thoroughly.

It is difficult to get inspiration and guidance in place without considering the deep connotation of the teaching materials and grasping the main line of revealing the content. Secondly, the guidance must be based on children's interests and concerns, guide children to recall and refine the experience related to this activity, and deepen learning activities step by step. For example, part of the popular science education activity "Pony Crossing the River" in the middle class asks: What did the pony carry across the river for the first time? The pony accidentally fell into the river and found out what was wrong with the salt bag. What did pony carry across the river for the second time? When the pony fell into the river with cotton on its back, did you find that the cotton bag was also light? By asking questions step by step, the designer guides the children to gradually understand the story and find the doubts in the pony's heart, so as to carry out experiments with questions and verify the previous conclusions through operational activities. 4, the teacher's feedback should be detailed and clear, don't generalize. During the activity, many teachers may blindly repeat their children's answers. In other words, it doesn't matter if you often hear praise for your child, such as "What you said is great" and "How smart you are". But it is too general to respond blindly in the whole activity. Children can't know what they are good at and what they say, so that teachers can praise them. Children don't have a specific thinking image to feel and understand. Of course, other children can't know what the highlight of this answer is, so they can't improve their experience in this area in future answers, so the teacher should give a detailed answer. For example, if a child gets an answer through careful observation, let the child know that his answer is complete, because he has carefully observed it, and let the child understand the importance of careful observation, instead of just saying "You are great!" If the child uses his little brain and comes up with his own ideas, the teacher should give him effective feedback. In addition to helping the child lose the answer, he should also seize this opportunity to affirm and encourage him in time to "use his little brain to come up with something different from other children."

Ideas, not to imitate other children's answers. Children should not immediately correct their mistakes or make them feel wrong through language (including tone) and expressions, but should quickly judge their own experience level and adjust the questions they ask themselves. For example, after the children measured the distance to throw sandbags, the teacher asked, "Do you think it is three bricks or five rulers?" The child replied, "Five rulers are long." The teacher said, "Think again, who is longer?" The child looked at the teacher's eyes, was silent for a while, and replied, "Three bricks are long!" " "Unexpectedly, the teacher said," Think again. "Several children immediately replied," The same length! " "For kindergarten teachers, it is not easy to really have such an housekeeping skill, and it takes a long time of' practice'. I believe that as long as teachers are willing to work hard and study more, they will have excellent housekeeping skills.