The Guiding Outline of Kindergarten Education clearly points out: "Kindergarten education is an important part of basic education and the basic stage of school education and lifelong education in China", which should lay a good foundation for children's lifelong development. This is the orientation of kindergarten education. It is in line with the concept of lifelong education, the needs of social development, and the long-term sustainable development of children. It goes without saying that creating early childhood education that conforms to this concept is the high-quality early childhood education. According to this "orientation", what kind of early childhood education is high-quality early childhood education, that is, what are the important indicators to measure the quality of early childhood education? It is the child's active attitude, strong interest in learning, ability to interact effectively with the environment, initial sense of cooperation and sense of responsibility. This is an important index to measure the quality of preschool education, and it can be described as a new concept of preschool education quality. Using this quality view to measure preschool education, it is not difficult to find the phenomenon of primary education, emphasizing knowledge infusion and skill training, ignoring the subjective consciousness and interest of learning, ignoring the ability of independent learning and extremely positive emotional experience. When our kindergarten teachers and parents are complacent about how many words their children know and how many arithmetic problems they can work out, a survey in 30 provinces and cities in China shows that about 35% of children in primary school don't like Chinese and about 40% don't like arithmetic (Wen Wei Po 200 1, 7, 30); Kindergarten spends a lot of time training arithmetic skills. In the first grade of primary school, its advantage only accounts for two-thirds of the last semester of the first grade, and there is no obvious advantage in mathematics learning in the future. It can be said that these results are the bitter fruit of the so-called "education" that is short-sighted and eager for quick success, at the expense of damaging the possibility of children's lifelong development. Therefore, our education must pay attention to the price paid by children in the process of learning-whether they like learning more and more or hate learning more and more? Is it to improve self-study ability more and more, or is it more and more dependent on teachers and lazy to think? Do you experience self-esteem, self-confidence and mutual respect while gaining knowledge, or do you become inferior, negative and self-centered? Is it more and more passionate about life, more and more caring and responsible for society, or more and more pessimistic, shrinking and indifferent? These must be one of the most important standards to measure the success or failure of education. If the answer is the latter, we can say that no matter what we teach or how much we teach, we all fail! Because we have lost far more than we have gained. Therefore, only by following the spirit of the Guiding Outline of Kindergarten Education and consciously and resolutely resisting and correcting those incorrect practices can we ensure that every child can develop his potential and grow up healthily in a happy, confident and dignified kindergarten life, not only better adapt to primary school life, but also lay the foundation for lifelong learning and development. Only in this way can children's development not be emotional, superficial, one-sided and temporary, but positive, happy, real, comprehensive and sustainable. Only in this way can kindergarten education be called "the basic stage of lifelong education" and truly become a high-quality preschool education that conforms to the concept of lifelong education.

1, we must understand and respect the characteristics of children's learning.

To improve the quality of preschool education, we must understand and respect the characteristics of preschool learning, and then find the best educational means and methods according to the characteristics of preschool learning.

Three main characteristics of children's learning

Children's learning is influenced by interest.

As long as children are interested, they will actively explore and learn about what they are interested in and curious about with great enthusiasm.

② Children's learning is based on direct experience.

Therefore, children's understanding of things is perceptual, concrete and vivid, and they often need actions to help them think, which determines that their learning is based on direct experience.

Every child has his own learning process.

Generally speaking, children's development will always go through some common stages of development, but each child has differences in the direction, starting point, speed and final level of development. This determines that every child has his own learning process and learning style.

2. Teachers must become "supporters, collaborators and guides" in children's learning activities.

To improve the quality of preschool education, teachers must change their traditional role orientation according to the characteristics of preschool learning and become "supporters, collaborators and guides" in preschool learning activities.

(1) First of all, according to the characteristics that children's learning is influenced by interest, we choose the educational content, and ask our teachers to turn the expected children's learning content into children's interest as much as possible, and guide children to learn actively and discover learning. Get success in active learning and discovery learning, and experience the fun of learning.

(2) According to the characteristics that children's learning is based on direct experience, their understanding of things is perceptual, concrete and vivid, and they often need to use actions to help them think, our teachers should adopt the "experience" education method in children's educational activities, because experience is an important way for children to know things and to acquire knowledge and develop. In the past, teachers were only used to instill knowledge into children, ignoring the process of children's exploration and experience. Real knowledge is acquired by children through experience. What we have to do is not only impart knowledge, but also create conditions for children to gain experience by themselves. Therefore, it is particularly important to provide children with opportunities for hands-on operation, direct feeling and personal experience.

According to the learning characteristics of each child's own learning process, we teachers must respect the individual differences in children's development level, ability, experience and learning methods, teach students in accordance with their aptitude, and strive to make every child satisfied and successful, so as to achieve the most full and effective development. The interactive learning style between children makes children willing to accept it, and at the same time develops their communication skills and language expression skills.

In short, kindergarten education activities are not centered on imparting static knowledge, but on cultivating children's emotions, attitudes and ability to explore and solve problems. The content of education should be "situational", "programmed", "active" and "experiential", and it should change from static knowledge to dynamic activity, from characteristic knowledge to action knowledge, and from mastering knowledge to constructing knowledge. And children's learning style depends more on various practical activities: games, life, exploration and communication, and "learning by doing". Teachers should try their best to create conditions for children to actually participate in inquiry activities, use various senses, use their hands and brains, understand and master the process and methods of inquiry, and experience the fun of discovery. Only in this way can kindergarten education achieve high-quality preschool education.