The principle of preschool education consists of two parts: first, the general principle of education, which should be followed by preschool education institutions, primary and secondary school teachers, and it embodies the general requirements for all educators; The other is the special principle of preschool education, which is put forward according to the characteristics of preschool education and is the special requirement of preschool education for teachers.
(A) the general principles of education
1. The principle of respecting children's personal dignity and legitimate rights and interests
As the object of preschool education, children are first and foremost a person and a member of our society. Therefore, they enjoy human dignity and rights. Without respect for children, there is no real education.
(1) Respect children's personal dignity
Children are born with dignity. They are all members of society like us. We shouldn't discriminate against them because they are young. It is necessary to put an end to the rude behavior of perfunctory, blind accusations and arbitrary humiliation of children, and it is even more impossible to play with children as pets, give them nicknames at will, and expose their shortcomings in public. Teachers should treat children as people with independent personality and respect their thoughts, feelings, interests, hobbies, demands and wishes.
(2) Protecting the legitimate rights and interests of children
Preschool children are different from adults in social development. They enjoy many special rights different from adults, such as the right to survival, education, guardianship and development, which reflects human recognition and respect for children's status and rights in society. However, preschool children are immature and vulnerable individuals after all, and their rights can only be exercised through the education and protection of adults. Families, pre-school education institutions and society should protect the legitimate rights and interests of minors from infringement. Therefore, teachers are not only "educators" of children, but also the actual defenders of children's rights and interests.
2. The principle of development suitability
The starting point and final destination of preschool education is to promote the harmonious development of children's body and mind. Promote every child to achieve full and maximum development on the basis of the existing level. Teachers should focus on promoting children's development in the design, organization and implementation of preschool education and curriculum. The proposed educational objectives can neither be arbitrarily raised nor blindly lagged behind, and the arrangement of contents should be
Based on the maturity of children's physical and mental development, pay attention to children's learning preparation. According to Vygotsky's theory, it is necessary to determine the "nearest development zone" of each child, so that each child can improve on the original basis through teaching activities, that is, "jump up and pick peaches". On the basis of fully understanding children's existing knowledge, understanding ability and intelligence level, teachers should put forward appropriate educational requirements of "slightly ahead" and dialectically combine the possibility of children's development with active guidance, that is, they can neither underestimate or accommodate children's existing level, miss the opportunity of development, nor encourage them to surpass the possibility of development.
3. Goal principle
The ultimate realization of educational goals is the starting point and destination of all educational activities. Teachers can't do whatever they want regardless of their hobbies, interests, joys and sorrows. All the processes of implementing education must be carried out closely around the educational objectives. To implement this principle, we should pay attention to:
(1) Grasp the directionality and guidance of the target.
First of all, we should make clear the educational goal and its characteristics, and grasp the central connotation and spiritual essence of the educational goal. Because the educational goals are hierarchical, there are overall educational goals, stage educational goals, educational goals in various fields and disciplines, and specific educational activities. Among them, the overall goal is directional and instructive, and must be firmly grasped, clear and accurate; The stage goal is a link between the preceding and the following. Compared with the overall goal of education, it has a certain generality to the specific goal of educational activities. The specific goal of each educational activity is the basic unit to achieve the overall goal. The three levels of educational objectives restrict each other and jointly control the specific process of curriculum organization.
(2) Pay attention to the dynamic management of the implementation process of educational objectives.
The goal of curriculum development is the basic basis for teachers to make educational plans and organize educational activities. In the process of implementation, teachers are required to pay attention not only to the realization of basic goals, but also to the development of children in the class, adjust goals or generate new goals in time, and form a dynamic process of implementing children-oriented goals.
4. Subjectivity principle
Children are the main body of learning. Only when children actively participate and construct can the curriculum be internalized into their learning experience and promote their physical and mental development. In order to give full play to the principle of subjectivity, we should respect children's individuality, their needs and stimulate their initiative. In preschool education, teachers should give full play to the role of creators of their own environment, observers and guides of children's learning, embody the art of "guidance", and hand over the main position of activities to children, so that children can truly become the masters of activities. Teachers should realize that preschool children are the main body of learning and development, and that preschool children are independent, complete, growing and have great development potential.
To implement this principle, we should pay attention to:
(1) Accurately Grasp the characteristics and present situation of children's development In the design, organization, implementation and evaluation of education and curriculum, we should take the characteristics and present situation of children's development as the basis, give full consideration to children's interests and needs, respect children's learning characteristics, learning interests, learning background and learning willingness, and provide children with opportunities for active learning.
(2) Before the activity, teachers should be good at stimulating preschool children's learning interest and motivation. In the activities, teachers should not only consider how teachers teach, but also consider the actual situation of children, stimulate the internal driving force of preschool children's learning, think about how children learn, and how to fully mobilize their enthusiasm, initiative and creativity, so that preschool children can explore new knowledge and accumulate new experience. At the same time, we should observe children's activities and give timely support, guidance and help. Children's active learning can not be separated from teachers' active guidance, and teachers' scientific and ingenious guidance can not be separated from teachers' subjectivity. Only when teachers give full play to their enthusiasm, initiative and creativity can the formulation of educational plans and the development of educational activities become a mere formality and truly promote the development of children.
5. Scientific and ideological principles
Because of the enlightening characteristics of preschool education, it focuses on the cultivation of children's learning interests, methods and emotional attitudes. Its educational purpose is to promote the harmonious development of children's body and mind and the growth of their personality. Therefore, the education of preschool children must be scientific and ideological. To implement the principles of scientific thought, we must do the following:
(1) The educational content should be health science.
The selected teaching content should be healthy and scientific, which has a positive leading role for children. The content and methods should be correctly standardized, which is conducive to preschool children to correctly perceive objective things and phenomena and form a correct concept and scientific attitude towards things.
(2) Education should proceed from reality and be conducive to the healthy development of children.
It is necessary to proceed from reality and carry out targeted education for children; The form of education should be lively and varied; Teachers and parents should lead by example, match words with deeds, and become role models for preschool children.
(3) Educational design and implementation should be scientific and correct.
Teachers and parents should understand children's age characteristics and the laws of understanding things, and arrange corresponding teaching contents according to children's actual choices: teachers should accurately grasp knowledge, pay attention to the relationship between various disciplines and knowledge, choose a variety of teaching means and methods, scientifically organize children's daily activities, and reasonably arrange the time and amount of activities.
6. Fully explore educational resources and adhere to the principle of opening up schools.
We must realize that children themselves, children's groups, families and society are all valuable educational resources, and we should give full play to their educational functions. Educational resources exist in children's lives. There are abundant educational resources in families, communities, educational institutions, streets, markets, fields, children themselves and children's groups, and in various activities such as watching TV, listening to radio, talking, playing games and traveling. These are exerting a strong influence on children, and their extensiveness, flexibility, diversity and immediacy are unmatched by preschool education institutions. If you run a school behind closed doors, it will not only result in the closure and narrowness of education itself, but also a great waste of educational resources. Today's pre-school education institutions must complete their educational tasks with the cooperation of the social system, and give play to the guiding role of pre-school education institutions in the growth of pre-school children. Therefore, in preschool education, preschool education
Institutions must be "open" and must be closely integrated with families and communities. This is not only the objective requirement of social development for preschool education, but also the internal demand of preschool education's own development.
7. The principle of integration
The principle of integration refers to taking preschool education as a complete system, ensuring the overall healthy and harmonious development of preschool children's body and mind, comprehensively integrating all the elements of the curriculum and implementing education. In order to implement the principle of integration, we should pay attention to the following points:
(1) activity goal integration
The determination of the goal should not only pursue the acquisition of knowledge and skills, but also comprehensively consider the cultivation and improvement of comprehensive qualities such as emotional attitude, habitual personality, knowledge and experience, skills and abilities, that is, the main goal of activity education should be the development of the whole person.
(2) Integration of activity content
It is based on the integration of goals, which is mainly manifested in the organic connection between different aspects in the same field or different fields. The integration of content will eventually be implemented in specific educational activities. For example, in the field of Chinese education, we can not only integrate knowledge learning and ability training in the field of Chinese education, but also integrate learning contents in the fields of society, science and art.
(3) Integrating educational resources
The integration of educational resources is closely related to educational content, which contains various educational contents. The integration of educational resources is conducive to the integration of educational content, expanding the space of preschool education and enriching the methods, forms and means of preschool education. Preschool education institutions, families and communities are rich in educational resources, which should be fully utilized and organically integrated, so that they can have a positive and effective impact on the growth of preschool children in a truly coordinated way.
(4) Integration of activity form and activity process.
For example, teaching activities, games, daily life and other interrelated activities will be integrated, and group activities, group activities and individual activities will be used and integrated in a complementary way, so that educational activities will always have a positive and effective impact on children's growth.
As early as the 1920s, Chen Heqin, a scholar of preschool education in China, put forward the "holistic teaching method". The basic starting point is that Mr. Chen Heqin believes that children's response to the outside world is "holistic", children's development is holistic, and the role of the external environment also affects children as a whole, so the curriculum designed and implemented for children must also be holistic and interrelated. And are inseparable from each other. This principle has become the common trend of international preschool education development, and it is also the direction of preschool education curriculum reform in various countries.
Special principles of preschool education
The general principles of education have been mentioned above. For preschool children, due to the particularity of their physical and mental development, education should also follow the following principles.
1. The principle of unity between education and protection
Teachers should start from the characteristics of preschool children's physical and mental development, pay attention to the care and protection of children's lives while educating children comprehensively and effectively, and ensure children's real healthy and all-round development. Different from primary and secondary education, preschool education is very important to care for children, which is determined by the characteristics of preschool children's physical and mental development. In order to implement this principle, the following points should be made clear:
(1) Conservation and education are two major tasks of preschool education institutions.
Conservation is mainly to create a good environment and provide material conditions for children's survival and development, give children careful care and upbringing, help their physical and functional development, and promote their physical and mental health development; Education focuses on cultivating children's good behavior habits and attitudes, developing children's cognition, emotion and sociality, and guiding children to learn necessary knowledge and skills. These two aspects constitute the whole content of preschool education.
(2) Protection and education are interrelated and interpenetrating.
The inseparable relationship between conservation and education in preschool education institutions is determined by the particularity of preschool education and the characteristics of children's physical and mental development. Although protection and education have their main functions, they are not completely separated. Education contains elements of conservation, and conservation also permeates the content of education.
Protection and education are realized in the same process. Conservation and education are not carried out separately, but are realized in the same educational process under the guidance of a unified educational goal. Some nurses are nursing the children's lives.
At this time, children's development is unconsciously affected, ignoring the randomness and conscious implementation of education. This may encourage children's dependence, make them lose self-confidence, lose the practice opportunity of exercise ability, and may also deprive children of their right to develop themselves invisibly.
2. The principle of taking games as the basic activity
Games are the basic activities of preschool education institutions. Games are most in line with the characteristics of children's physical and mental development and are the activities that children are most willing to engage in. They can best meet children's needs, effectively promote children's development, and have irreplaceable educational value.
(1) Games are the best way for children to learn.
For preschool children, games are also a kind of learning, which is more important and suitable. Froebel said: "Children's early games are the germ of all future life." The most natural way of children's activities is lively games. Montessori said: Games are children's work. The game is a process-oriented, fun-oriented and internally driven activity. Chen Heqin pointed out: "Children are naturally active and take games as their life." Games are the needs of preschool children's physical and mental development and an important means to promote children's physical, intellectual, moral, emotional and creative development and growth. It is easy to arouse children's learning in game activities.
Interest, let children play in school, play in school, and study easily and happily.
(2) The game is a combination of content and form.
Games are not only the content of the curriculum, but also the background and way of curriculum implementation. The content involved in games is related to children's interests, games should be related to children's behaviors, and games should be related to children's initiative and spontaneity. Teachers should give full play to the role of games in children's development, ensure the time and space of games, provide rich game materials, enable children to play independently and happily, and promote physical and mental development through games.
3. Activities and intuitive principles in education
The way and characteristics of preschool children's cognitive intuitive action and visualization determine that they can't develop mainly through the study of classroom book knowledge like primary and secondary school students, but must contact with various things and phenomena through activities, interact with people, actually operate objects, gradually accumulate experience and gain true knowledge. Without activities, there is no child's development. Education in pre-school institutions should not only let children sit and watch and listen, but should do everything possible to guide children to take the initiative. Because, for them, only learning in activities is meaningful learning and understanding learning. Teachers should start the activity-based education process from the characteristics and level of children's physical and mental development. At the same time, the forms of activities should be diversified, so that children can develop in various activities. To implement this principle, we should pay attention to the following points:
(1) Educational activities
① Promote children's development through various activities with activities as the intermediary.
Preschool education mainly promotes children's development through activities. Preschool children get all-round development by participating in various activities. Therefore, in the design, organization and implementation of activities, teachers should provide children with rich materials, sufficient activity space and time, and carry out various types of activities and interpersonal opportunities, thus providing possibilities for children to play their initiative.
Teachers should not only trust children and let them do all kinds of activities freely, but also support and guide them in time, give them necessary guidance and help, and encourage their enthusiasm, initiative and creativity in activities, so that activities can truly become a means of children's development.
In the process of activities, we should understand the children's activity state, including children's psychological awakening level, interest center and needs, activity preparation state, habitual behavior, motivation and emotional background, learning and activity methods and their characteristics. Therefore, studying and understanding children's situation is of substantial value for realizing the activities of curriculum organization and implementation.
② Diversity of educational activities
The activities of preschool education institutions should not be single. Because the content and form of activities are different, they play different roles in children's development. Teachers should pay attention to the diversity of educational activities in order to effectively promote children's development.
For example, in terms of types, there are concentrated educational activities, games, daily activities, parent-child activities, and labor. From the field of activities, there are activities in the fields of health, science and language. From the form of expression, there are listening and speaking, sports, hands-on production, small experiments and other activities. And from the organizational form, there are group activities, group activities and individual activities.
(2) Educational intuition
Because of the concretization of preschool children's thinking and the dominant characteristics of the first signal system, they can only understand things on the basis of rich perceptual experience. Preschool children know the world around them mainly through various senses. It is a concept that directly perceives the surrounding things, forms appearances and develops into a primary concept. The education of preschool children should be intuitive and vivid.
① Teachers should use various forms of intuitive teaching methods according to the physical and mental development level of children at different ages, from concrete things with plots to things without plots, from the intuition of physical types to the intuition of pictures, models and languages.
(2) Teachers can use intuitive teaching methods such as demonstration, demonstration and application examples to turn abstraction into image and boredom into vividness. At the same time, they can also use vivid teaching language to help children understand the teaching content.
(3) Through specific visible or operable activities, children can easily understand what they have learned intuitively and vividly, and gain all kinds of knowledge and experience more quickly.
4. The principle of life and the integrity of one day's activities
Due to the physiological and psychological characteristics of preschool children, the education of children should pay special attention to life. And play the overall function of the day's activities.
(1) Life Education
Life-oriented first refers to the life-oriented education. In other words, the content of educational life should be included in the curriculum field. For example, preschool education institutions arrange courses in the natural order of life; Course content can be based on
Festival sequence; Or organize courses according to the laws of seasons and seasonal changes. Strengthening the connection between education and life is to integrate the experience of preschool children in various situations, whether it is learning in daily life.
Tired, or what we should know and understand in non-daily life, are all included in the curriculum organization structure to be integrated.
(2) Life education
Life has another meaning, that is, life teaching.
Education. In other words, it is necessary to systematize and organize the original experience gained by preschool children in daily life, and give timely guidance in life to promote the development of preschool children. In preschool institutions, it is not important for adults.
Insects, pebbles, leaves and other natural objects are treasures in the eyes of preschool children. If teachers can observe the world of preschool children and organize these contents effectively. Will make preschool children feel
Get development in the process of life. For example, the design of educational activities is not only the design of classroom teaching activities. We should include all aspects of day trips, integrate education into day trips, and seize the opportunity to educate children in time. get through
Help children sort out their scattered life experiences and make them systematic and complete. Besides. The content selection and implementation of activities should pay attention to life.
In this case, teachers can grasp the opportunity of education in life and pay attention to strengthening in daily life, which embodies the principle of life-oriented curriculum organization.
(3) Give full play to the overall function of one-day activities.
One-day activities of preschool education institutions refer to all conservation education activities carried out by preschool education institutions every day. It not only includes activities organized by teachers, such as children's life activities, labor activities, teaching activities, etc. It also includes children's independent and free activities, such as free games and free activities in the corner.
Preschool education institutions should fully understand and make use of the educational value of various activities in daily life. Through reasonable organization and scientific arrangement. Let the one-day activities play a consistent, coherent and overall educational function and integrate education into the one-day activities.
(1) All kinds of activities in a day can't be ignored.
Whether it is children's life activities such as eating, drinking and sleeping. Or teaching activities, visits and other activities; Whether it is organized activities or children's independent and free activities. They all have important educational functions and are indispensable for children's development. Therefore, we should not neglect one thing and lose another, and weaken or cancel any kind of activities at will.
(2) All kinds of activities must be organically unified into a whole.
Every activity will not affect children individually and in isolation. One-day activities must be unified under the common educational goal and form a joint force in order to play the overall educational function. Therefore, how to infiltrate educational goals into various activities and how to carry out various activities around the goals has become a problem that needs special attention in practice.
Second, the basic characteristics of preschool education
Kindergarten is the basic stage of the school education system. Compared with other stages of the school system. Its educational work has the following characteristics.
(A) pre-school education is not mandatory
Children's education in kindergarten is voluntary, not compulsory. Parents can fully consider their children and their own situation. Comprehensively consider whether to send children to nursery or kindergarten, and which kindergarten or nursery to send children to. Preschool children can study independently and freely in preschool education institutions. Parents and teachers shall not force children who are unable to attend preschool education institutions for some reason to make up lessons afterwards.
(2) The combination of preschool education and education.
Preschool period is a very rapid and vigorous stage for children's growth and development. It is also a period when the functions of various organs and systems of the body are not yet mature and perfect. Physiologically, their ossification is incomplete and their bones are fragile.
Easily damaged and deformed. They have tender muscles, weak strength, poor endurance and easy fatigue; Psychologically, because of young age, little life experience, poor mobility, self-control and self-care, they are very dependent on adults. They need to build relationships with others and need adults or older children to lead them into society and gain experience. Legally speaking, although they enjoy the same rights as adults, they have no corresponding capacity for behavior and responsibility. According to China's General Principles of Civil Law, children under the age of 10 are citizens with no capacity for civil conduct at all, and they certainly do not bear corresponding responsibilities for their actions. Therefore, the education of preschool children should pay special attention to the combination of conservation and education, and all educational activities are carried out on the premise of conservation.
(C) Enlightenment of preschool education
Before kindergarten
The enlightenment of education means that preschool children's education should be related to their actual development needs, and they should be taught at the right time before development, step by step, without damaging the "buds" and promoting their healthy growth. Preschool period is the early stage of life development. This is the primary stage of human physical development, mental development and personality germination. Preschool children have begun the initial socialization process. Faced with this world, they are full of curiosity and confusion, take the initiative to explore and show their inner nature of life. Education in this period should lay a good foundation for preschool children's future development, so that preschool children's physical strength, intelligence, morality and emotion can be developed, and they can quickly adapt to formal study and life after entering primary school, laying a foundation for their lifelong development. So in the pre-school education stage, the main goal is not to impart systematic knowledge. For preschool children, the content provided by specially organized teaching activities is the most basic and enlightening; Preschool children play freely. Even eating, taking a nap, dressing, etc. are arranged in combination with their daily activities in preschool institutions, which has the characteristics of life.
(D) Direct experience of preschool education
In the pre-school education stage, due to the low cognitive level of pre-school children. Lacking knowledge and experience, they know things mainly by feeling.
Officials and actions, direct contact with things in the surrounding living environment, perception and operation, get direct experience. Moreover, their way of thinking is mainly through concrete images. Preschool children can only touch things accurately through their senses and actions and operate them. To understand them. Therefore, preschool education has direct experience. In preschool education. Attention should be paid to providing preschool children with rich physical materials and real life situations to help them gain direct experience.