First, the teaching task of mixed-age classes is heavy and demanding.
At present, mixed-age classes are taught at different levels according to age. For example, "what's in the picture", children in small classes need to know who is in the picture and what they are doing; Middle-class children should know what the characters in the picture are saying; Children in large classes should imagine what will happen to the protagonist. This form helps teachers to pay attention to the recent development of each child and meet the different growth needs of children to the greatest extent. But it is very difficult to operate like this, and it is difficult for ordinary teachers to be competent. However, the number of large-scale kindergarten teachers is limited. Once the mixed-age teaching model is introduced, the ratio of children to teachers is 5: 1. Although teachers have more energy to pay attention to each child, observe children's development from different angles and give more guidance, which is convenient for teachers to fully mobilize children's learning enthusiasm and initiative, it is difficult to add more teachers to a class at present. The teaching task of mixed-age classes is heavy and demanding. In addition, there is no fixed teaching material for mixed-age students in China at present, which also brings difficulties to the implementation of mixed-age education.
Second, mixed-age education challenges teachers with multiple goals.
In mixed-age education, every teacher faces children of different ages at the same time. The difference of children's development level shows that teachers' educational behavior cannot be based on a single development goal and guiding principle. If it is said that in peer education, teachers' attention to individual differences and teaching students in accordance with their aptitude require certain ability and efforts, then in mixed-age education, it will become every teacher's conscious behavior. Because in the background of mixed-age education, teachers are always in the comparison of an object, and children's behaviors show you differences at any time. Facing the same corner and the same material, what teachers see is the difference of development level and development characteristics behind different gameplay and gameplay. When teachers observe and guide children with different age development goals, they will find that children's behavior is far more complicated than the development goals of three ages, and the corresponding relationship between age and goals is far from us. Is it a personality difference? Is it the difference in development level between peers? Is it the difference between different age groups? Over time, teachers of mixed-age education unconsciously learned the ability to observe in comparison and analyze in observation from children.
Thirdly, mixed-age education puts forward higher requirements for teachers' educational tact.
In mixed-age education, age differences and individual differences among peers are intertwined, and different age groups have different forms of expression and development value under different educational backgrounds. Therefore, teachers need not only carefully observe children's behaviors, but also immediately judge and analyze the development significance of behaviors in order to adopt effective coping and guiding strategies. For example, in decentralized and free homework activities, the timeliness of teacher intervention needs to consider the timing and mode of intervention according to whether children are individuals, peers or different age groups; Teachers should not only consider how to challenge the thinking of older children, but also form a suitable distance between different ages when organizing collective exchanges and discussions; In the development of theme activities, we must pay attention to the cooperation between the same age and the complementarity between different ages through grouping.
In outdoor sports, through the deliberate arrangement of various sports equipment, it is not only conducive to the production of cooperative games of the same age, but also conducive to the parallel imitation of small steps between different ages; In the necessary collective teaching, teachers should consider putting their "teaching" energy into older children and creating implicit learning background for younger children. It can be seen that mixed-age education is a challenge and exercise for teachers' professional quality. Here, according to the diversification of children's development needs, teachers' educational wit and guidance strategies are gradually formed.