1. Factor analysis, current situation and common problems of preschool teachers' emotional literacy
In recent years, in the field of children's mental health education, people have been exploring the cultivation and education of emotion, will and character, especially the awareness of the importance of emotional education is increasing. Emotion is a subjective experience of attitude towards objective things, which is like sunshine and rain for the development of wisdom, the cultivation of virtue and the growth of the whole person. Without healthy emotions, there is no perfect childlike innocence, which is not conducive to the formation of a sound personality. Some people say that emotional education is the foundation of all children's education. Therefore, emotional education has become the main line of kindergarten education today.
Emotional education (such as emotional communication with children, dealing with children's emotional problems, communication with colleagues and parents during emotional education, etc.). ) is a complex and challenging job, and some teachers are often at a loss when they encounter specific educational problems. In addition, the effectiveness of emotional education varies greatly among different teachers. The reason is mainly due to teachers' own emotional literacy, existing emotional education experience and emotional education ability.
2. The basic connotation and characteristics of teachers' emotional literacy.
Teachers' emotional literacy refers to the educational ability and personality quality that teachers can consciously pay attention to children's emotional development in their usual educational activities and actively influence children's emotional development in various effective ways according to the law of children's emotional development. According to the influence mechanism of emotional education, teachers' emotional literacy includes two aspects: first, teachers' own emotional literacy, that is, the sum of emotional qualities and behaviors that can maintain and promote teachers' smooth and effective education and teaching activities, such as caring, healthy emotions, positive mentality, self-emotional cognition and adjustment ability, as well as aesthetic feeling, sense of responsibility, self-esteem and self-confidence, all belong to the category of emotional literacy; Second, teachers consciously educate children's behaviors and abilities. Including: understanding and analyzing children's emotional needs and development characteristics; Effective emotional communication with children; Good and decent emotional language; The ability to scientifically design emotional education activities and create emotional education fields gives children the wit of personalized emotional influence. The former is not only a factor that teachers have a potential influence on children's emotions, but also the basis of teachers' emotional education literacy, while the latter is an operational factor that can directly and consciously influence children's emotional development.
Children have different emotional needs at different ages, so children's emotional education has a cycle. They are the attachment needs of children aged 3-4, the communication needs and knowledge needs of children aged 4-5, and the self-esteem needs of children aged 5-6. Accordingly, children's emotional education has different goals at different ages. Generally speaking, the focus of emotional education in small classes is trust and emotional awareness; The middle class is defined as sociality, knowledge, empathy and concentration; Large classes are defined as self-confidence, self-motivation and emotional adjustment. At the same time, children's emotional education is also long-term. Children's emotions are impulsive and unstable, and emotional education cannot be formed overnight. It is an effective education to combine one-day activities with emotional education. For example, using natural, music, art and literature works to enrich children's emotional experience, and strengthening emotional education of love through game activities and regional activities. Every link of a day's activities can carry out emotional education for children, which requires teachers to attach importance to random education, explore the starting point, and strive to create a good emotional education environment so that children can develop good emotional quality.
3. The practical necessity of strengthening teachers' emotional literacy training and emotional injection in early childhood education.
Mr. Guo Moruo once said: "The fundamental transformation of human beings should start with children's emotional education and aesthetic education. Only when a person has deep feelings for his parents, peers and people around him can he serve and stand on the society. " It can be seen that strengthening the cultivation of teachers' emotional literacy and emotional injection in early childhood education is the need of children's growth education, especially how to cultivate children's lives.
At the same time, strengthening the cultivation of teachers' emotional literacy and emotional injection in early childhood education is also the need of the educational characteristics of early childhood education at this special stage. Childhood is an important period for all kinds of emotions to sprout. From birth to school, children's emotions and emotions develop very rapidly, and it takes only a few years from the earliest primitive emotions to the formation of various basic human emotions. However, this process of differentiation and maturity cannot be carried out spontaneously, and it depends on a certain educational environment. If children don't get proper education influence in the first few years, they will have negative emotions corresponding to the bad influence, which will affect their future development. Emotional education is the foundation of all children's education. Some people say that children are emotional prisoners, and their activities are full of emotional colors. For example, if we can start with moral feelings, we will often get twice the result with half the effort. If they are accompanied by happy emotions in intellectual gymnastics, language learning, personality formation and social interaction, the effect of activities can be improved. This is the concrete embodiment of emotional radiation in the process of children's cognitive and social development. In early childhood, emotional education is not only the purpose of education, but also the means of education.
Strengthening the cultivation and emotional injection of teachers' emotional literacy in early childhood education is also the need to deal with some universal problems in early childhood education. Now the only child is pampered and has excellent conditions. Family is child-centered, which leads to many unsatisfactory places in children's emotions. You often see children buy delicious food and taste it first, and never think of their elders. When parents are unwell, they seldom see their children bring tea and medicine. For those who need help in trouble, children are very stingy and often say, "Why should I give my own things to others?" Turning a blind eye to others' difficulties is very unfavorable to the formation of children's healthy personality in the future, and early childhood education is enlightenment education. Teachers use their emotions to cultivate children's good moral feelings, which is very beneficial to children's future development.
In addition, in today's information age of knowledge economy, it poses new challenges to preschool education. In many preschool education work, the quality of preschool teachers has become the focus of various challenges, and the cultivation of emotional literacy is particularly important. High-quality children should be trained by high-quality teachers. To carry out emotional education for children in kindergartens, we must first improve the emotional literacy of kindergarten teachers themselves. Therefore, this is also the need of modern educational theory and the change of educational environment.
Teachers with good emotional literacy are full of love, patience, compassion, empathy, sense of order, curiosity and enthusiasm for challenging the unknown; Teachers with good emotional education literacy can treat children with true feelings and care for them; Can show the charm of the teaching process and taste the joy of teaching success; You can constantly improve yourself and show your personal style. Improving preschool teachers' emotional education literacy plays a key role in implementing emotional education and improving children's personality. At the same time, teachers respect their parents, care for their colleagues, establish a harmonious and mutually beneficial relationship with children, parents and colleagues, and identify and accept each educational partner emotionally, which can maximize the benefits of early childhood education. Therefore, improving teachers' emotional quality is also the need to improve teachers' professional skills and teaching level.
4. Ways, methods and measures to cultivate teachers' own emotional literacy.
The cultivation and development of teachers' emotional education literacy is not achieved overnight. It requires teachers to make long-term and arduous efforts and constantly clarify the significance of emotional education, so as to be improved and developed. You can try from the following aspects:
(1) Update the educational concept.
Educational concept refers to the concept and rational belief of emotional education formed by teachers on the basis of understanding the essence of emotional education. First of all, it refers to the educational values, and the question answered is why emotional education should be carried out and where is the value of emotional education. Its value lies in that it takes the development of each student's potential, the improvement of personality and the initial formation of lifelong learning consciousness and ability as the most fundamental task, and serves the social development and students' lifelong development. In teaching practice, teachers rely on their own emotional education literacy to carry out emotional education, educate people with emotion, and promote students' lively and all-round development.
(2) A solid cultural foundation.
The cultivation and development of teachers' emotional education literacy is based on certain cultural and scientific knowledge. Without certain cultural and scientific knowledge, the cultivation and development of teachers' emotional education literacy will become castles in the air. Only a relatively solid cultural foundation. Only in this way can we have a good cultural foundation to continuously develop our emotional education literacy. With this foundation, teachers can make full use of the advantages of solid cultural foundation, further study various new theories, and constantly develop their own political and ideological literacy; Strengthen all kinds of new abilities and constantly develop their own emotional education literacy.
(3) Accumulate life experience.
The rich life experience accumulated by teachers in personal activities and social communication is an important condition to improve the quality of emotional education, which often directly or indirectly affects the quality of teachers' emotional education. The cultivation of teachers' emotional education literacy is always carried out in a certain life process. The richer the teacher's life experience, the deeper his feelings about life, and the wider the world of association and imagination; The more things teachers come into contact with in real life, the more comprehensive their understanding of the relationship between things and the stronger their emotional reaction.
(4) Be good at educational practice.
Teachers' emotional education literacy is gradually formed, developed and continuously improved in teachers' long-term emotional education practice. Through practice, teachers will be able to enrich, develop and improve their understanding of emotional education theories, which can be used to guide teachers to conduct new practical research. In this way, in education and teaching, teachers' emotional education literacy level is also improving unconsciously.
(5) school support
Kindergarten encourages teachers to have positive and healthy educational mentality and behavior in the process of education through rich training contents and methods, improves teachers' emotional quotient, and enables teachers to have a beautiful experience of "work, happiness and happiness", thus better creating their own educational life.
5. The display of teachers' emotional education in preschool education
Children's emotions are impulsive and unstable, and emotional education cannot be formed overnight. This requires teachers to attach importance to random education, explore the starting point, and strive to create a good emotional education environment, so that children can develop good emotional quality. The following are some examples of my emotional education:
Nowadays, children have all kinds of delicious food, good clothes and fun at home. Most children have a weak sense of loving their parents and others. Once, when we were out of the garden, the wishing children in our class cried just as their mother took them out, and even kicked their mother without saying anything. I didn't know it was because my mother forgot to buy her new clothes until I asked why. So, I organized a "I love my mother" activity in my class. I asked the children, "Who washes and cooks for you every day?" The children said in unison, "It's mom." I asked again, "Mom goes to work every day, and she has to pick you up from kindergarten after work, and then she goes home to cook. Is it hard? How should you treat her? If you are unhappy, can you hit your mother with your hand and kick your mother with your foot? This will make mom sad. Then what should we do for our mother? " I hit my mother on the back, I helped her pick vegetables, I told her stories, I washed her feet, I listened to her, and I didn't want to make her angry. I imitated and performed a series of activities such as "I am a mother today".
Kindergarten purposeful activities have their own different characteristics. Only by carefully designing and organizing activities in combination with these characteristics can emotions penetrate into them organically, but far-fetched means and methods should be avoided. For example, when organizing storytelling activities in the past, children were often asked similar questions at the end of the story: "Who should we learn from in the story?" Learn from him? And guide the children to say, "Learn from him to care for others and help each other". These similar activities did not jump out of the circle of preaching. Although children can answer questions at that time, they are not sure whether it can be truly reflected in daily life, because children have not deepened the acquisition of knowledge into thoughts and feelings. Therefore, in the process of activities, they should naturally and harmoniously infiltrate emotional education. For example, in the educational activities of "understanding spring", children are mostly limited to mastering the climate characteristics of spring and the changes of animals and plants, so that children can feel the increase or decrease of clothes, and so on, so that children can only get knowledge. After updating the concept of education, in organizing educational activities, we should not only impart knowledge, but also pay attention to emotional education. For example, when spring comes, we will take our children for an outdoor spring outing, observe the scene of spring and the changes of tadpoles in the pond, and inspire our children according to the story of "Little tadpoles looking for their mothers": "Children, spring is here, and tadpoles in the pond are also born. Who is their mother? Why do they look different from their mother? "Through thinking and discussion, the children learned about the growth and change process of tadpoles in spring. Then, I anthropomorphized and asked, "What happens if tadpoles can't find their mother?"? "The children used their imagination. Some said, "Little tadpoles cry very sadly", while others said, "Without mother's care, little tadpoles will get sick." At this moment, I said, "Let's help the tadpole!" " "The children's emotions are obviously high, and some say: We help it find its mother; Some said: I took it home to take care of it; Some said: cherish it and let it feel our love. The children said many thoughts of love. In the process of such activities, children not only appreciate the content of the knowledge world, but also enter the emotional world, and unconsciously gain the influence of caring for others, sympathy and helping the weak.
Festivals are a part of children's life and a favorable opportunity to educate children. All kinds of festivals have different meanings. Teachers should introduce the names and main meanings of festivals to children in easy-to-understand language, such as Women's Day, Children's Day, Labor Day, National Day, Tomb-Sweeping Day and New Year's Day. So as to further improve children's understanding of festivals from different aspects, such as March 8th and May 1st, and let children draw "My Mom" and "My Dad". And say a blessing to express children's love for their parents, and encourage children to help their parents do some work within their power, such as washing socks, taking slippers, packing toys, placing chopsticks, and sending tableware to adults. And cultivate children to care about the feelings of others in any possible way. In addition to some traditional festivals, I also seize some modern cultural festivals, such as Arbor Day, World Environment Day, Bird-loving Week and other festivals closely related to the natural environment of human life, so that children can understand the origin of festivals and related knowledge, so our class organizes children to go outdoors to pick up plastic bags and collect old batteries. Also use regional activities to educate children to protect the environment, protect the earth, and start from themselves.
The cultivation of children's emotional education is an important content of quality education. As long as we are conscientious, take "love" as the link, connect the relationship between teachers and children, and strive to create a harmonious environment atmosphere between teachers and children, we can make children's emotions develop harmoniously and healthily.
6. Effect and analysis of emotional education
After persistent emotional education for children, I found that children have achieved good results in the following aspects: (1) Trust: children like and are close to their parents and teachers, and are willing to accept their caresses; They like chatting with friends and are willing to tell them their own things; If you have something you can't do, take the initiative to ask someone close to you for help and be happy about it. (2) Self-confidence: children experience their importance to others and the collective; Know your own advantages and disadvantages and have confidence in success; After I succeeded through my own efforts, I felt happy and proud. (3) gregarious feeling: children feel that playing games with friends is a kind of enjoyment; I am willing to abide by the rules in activities and games, and can tolerate others' unintentional mistakes, from which I can experience the pleasure of mutual cooperation and understanding. (4) Cherish things: children develop the habit of protecting the surrounding environment and animals and plants, and experience the physical and mental pleasure brought by the beautiful environment; Cherish the fruits of labor, feel sorry for the damaged things, and feel guilty for your own behavior of damaging things. (5) Sense of knowledge: children can notice the changes of things around them and feel curious, and are willing to ask questions from adults; Like to fiddle with all kinds of objects, willing to look for answers with questions; And master the skills and experience happiness in the process of exploration. (6) Seeking beauty: children appreciate and love all the beautiful things in life; Children can creatively express their feelings about beautiful things by singing, dancing, drawing and talking. (7) Perception: Children can distinguish various emotions such as joy, like, anger, pain, sadness, sadness and surprise expressed by other people's expressions, tone and posture. (8) Empathy: Children learn to express joy when others are happy, and be happy for the progress of others; When others are sad, they can express comfort, sympathize with their weaker companions and approach them actively. (9) Emotional expression ability: Children are willing to show their feelings. In group activities, you can express your happy or angry mood with appropriate words, actions and expressions; Learn to choose appropriate occasions and objects to express your emotions.
To achieve these effects, we can mainly do our work from these three aspects: First, we should seek more opportunities for education in our daily life. The second is to design special activities to let children feel and get education. Third, pay attention to the combination of family and let parents realize the importance of emotional education.
7. Some suggestions
(1) Teachers should pay attention to their own experience accumulation when cultivating emotional literacy and strive to become learning teachers. Teachers should be willing to sum up their own educational experience. In our daily emotional education practice, there have been many successful practices. If we don't sum up our experiences in time, we may gradually forget them. If it is not accumulated in time, it may be fleeting. However, if we are willing to sum up our educational experience, our emotional education literacy will be sublimated to a higher level in this feeling of constantly combining our practice with learning theory and then rising to a certain educational experience.
(2) Attention should be paid to the occasion and children's personality when injecting emotion, so teachers should pay special attention to the input and output of language and emotional communication in emotional education. Teachers should be good at dealing with students, which is actually the fundamental way to cultivate teachers' emotional education literacy. In the process of emotional education, the main target of teachers' spiritual communication, emotional communication and individual personality influence is students. Therefore, without dialogue and communication with students, teachers can't achieve effective education and students can't actively participate in educational activities. Teachers should always consciously contact with students, feel their emotions, understand their thoughts and feelings, master their emotional expressions, and understand their psychological characteristics, so as to master the art of emotional communication with students with different personalities. This not only promotes the development of teachers' emotional education literacy, but also promotes teachers' practical research on emotional education.
(3) Early childhood education should attach importance to the close relationship between school, family and society, actively influence parents of young children through emotional education, and jointly and effectively educate young children. Take advantage of parents' open activities to let parents participate in our activities and let them know our educational goals and methods. After returning home, parents intend to cultivate and improve their children's emotional ability in their daily lives. As soon as we find the bright spot of their children, we will immediately give feedback to them, so that parents can strengthen their actions in this regard at home and promote the healthy and harmonious development of their personality.
The cause of children's education is a cause of love, which requires educators' selfless love, and it also needs to inspire children's feelings of loving others through love education, so that children can grow up from loving their parents, loving the collectives and teachers they are familiar with in life to loving the motherland, loving the people and loving all the beautiful people and things around them in the future. Without love, there is no education. A teacher with experience in emotional education will guide children to live in a very happy group every day through their own happy emotions. At this time, teachers' emotions are no longer the general experience of their own emotions, but have the function of igniting and transmitting their emotions to children. This is the effect of educating children with emotion.