Preschool education is one of the important contents of preschool education and a part of the scientific system of preschool education. Below, Bian Xiao will share the graduation thesis on preschool education for everyone, hoping to help everyone!
Graduation thesis of preschool education 1
Regional activities are mostly children's self-selected activities, which are basically carried out in the form of group activities, and their educational value mainly depends on the materials, situations and reaction activities in the region. Teachers should first pay attention to the selection and transmission of materials in the local area, so as to arouse children's interest and make children interact with materials effectively. Children in small classes, in particular, are weak in all aspects because of their lack of life experience and intuitive cognition and image. When selecting and transmitting materials, teachers can combine the age characteristics of small class children, the goals of small class stage, the development level of small class children and the learning characteristics of small class children.
Keywords: small class; Regional materials; Selection and delivery strategy
Piaget put forward: "Children's wisdom comes from materials." The educational function of regional activities is mainly expressed through materials. For teachers, teaching materials are the materialization of educational objectives and contents; For young children, materials are the intermediary and bridge to actively construct experience and understand the world around them. However, in practice, it is found that when teachers organize regional activities, they simply pile up materials, without considering whether the selected materials meet the age characteristics and development of young children. Such materials are difficult to satisfy children's interest in activities, and it is also difficult for children to interact effectively with materials, which has a certain impact on children's development. The selection and delivery of materials in the sub-category area can follow the following strategies:
First, combined with the age characteristics of small class children
The Guide to Learning and Development for Children Aged 3-6 has made a detailed analysis of the characteristics of children of all ages. Small-class children are mainly reflected in their age characteristics, such as enhanced action coordination, strong curiosity, love to imitate, being able to express their feelings and needs in simple language, and gradually calming down when emotional reactions are strong. In combination with these age characteristics, the following requirements should be paid attention to when selecting and placing materials:
(A) to appease children's emotions and create a safe and comfortable environment.
Children in small classes are insecure and anxious when they first enter the park. They like to play with familiar, lively and soft toys. Teachers can set up dollhouses and other areas that can bring warmth and comfort to children in small classes. Putting girls' favorite dolls, boys' favorite cars, transformers, people's favorite animated images and operating materials in the doll house can help children stabilize their emotions and bring them a warm and familiar feeling. In addition to the doll house, we can also set up a relatively closed "talk bar" for children who like to be quiet and are not good at communication, encourage these children to bring their good friends to talk and whisper, and also provide pillows, stories, encyclopedias and other different types of books in the "talk bar"; Different types of card toys, map cards, dolls, headdresses, hand dolls, floor mats, pillows, tape recorders, etc. Help them find topics and learn to communicate with others.
(2) Choose materials with rich life situations to promote the development of small-class children's abilities in all aspects.
Due to the lack of life experience, small class children are mainly curious and love to imitate. Therefore, we should pay attention to these characteristics when selecting and placing materials. For example, learning shape matching in science area can stimulate learning interest by feeding small animals. The goal of the activity is to guide children to find food that matches small animals, let children imitate the feeding scenes in life, let children hold spoons well, and cooperate with their eyes to send the corresponding food to the mouths of small animals. Children will repeat these actions over and over again until the task is completed. Such activities can not only help teachers observe children's cognition of learning shapes, but also improve children's small hand grasping and hand-eye coordination. Another example is the language area, where children don't like to express themselves actively. If only books are put in the language area, it will be particularly deserted. We can combine children's favorite games to imitate life situations, provide two old telephones, collect or draw stories or life situations that children are familiar with, and then make cards of the names of people or things in the story situations for children to watch and talk about. You can also play messaging games, such as taking a long water pipe through the partition and letting children stand at both ends of things and exchange messages with each other. Children will be very interested.
Second, combined with the goal of small class stage
The development level of children at different stages is different. Teachers can refer to the provincial textbooks, set stage goals that are in line with the age characteristics of children in this class, and select and put in materials.
(A) according to the monthly development goals
When selecting materials, it can be combined with the stage objectives of the development of the five major fields. For example, in the stage goal of science in September, we put forward the viewpoint of "perceiving several common daily necessities and fruits". Understand the basic characteristics; Classify things according to a feature; Compare sizes, sort, etc. ",the teacher can put the fruit salad self-service tasting area, label the doll's house, and put bottles of different sizes in order of size. The scientific development in June 5438+10 put forward that "in daily life and games, we should perceive circles, etc." According to the goals of these stages, teachers can put all kinds of round toys in the construction area to build vehicles, put tires in the sports area and practice hula hoops to perceive circles independently. However, the goal of some activity areas is to set stage goals in combination with children's own development. For example, small-class children who just entered the park in September have weak hands-on ability, so they can practice "grasping" first. Children can be trained to practice grasping three fingers with five fingers and gradually improve the difficulty of practice. The "grasping items" released every month should also be from large to small, from coarse to fine. You can also play the practice of "clamping". In the early stage, children can use plastic clips to clip their beards to make various animal images, and you can also provide large clips for children to practice table tennis. For children with strong ability, the teacher can slightly increase the difficulty, provide smaller fragments and smaller items, and gradually change later to increase the difficulty. Operating exercises such as "spoon", "pour", "string" and "buckle" can follow this law of gradual improvement from coarse to fine.
(2) According to the specific teaching activities at each stage.
There are specific teaching activities in the goals of each stage. For example, in the goal of art district in June+10, 5438, it was put forward that "try to express familiar and simple object features in daily life with points (raindrops, dots, etc.). ), lines (straight lines, curves, broken lines) and simple shapes (circles, squares, etc.). ). "Specific activities include sweet fruit, drawing fruit for kittens, drawing fruit for kittens, etc. Teachers can combine activities to create a fruit house theme, provide fruits and pigments in various shapes, use window sills, walls, toy counters and other places to create background walls, and put tools such as pigments, oil pastels and watercolor pens, so that children can doodle freely, play with fruit stamps, classify fruits, and doodle babies in the fruit area. For another example, the specific activities of "classification by object characteristics" put forward in the scientific field include "classification by color characteristics", which can carry out graphic activities such as finding a home, collecting candy houses, making beautiful candied haws and stringing regular door curtains.
Third, combined with the development level of small class children
The ability level of small class children of the same age will be different. Teachers should not only consider the general level of children in this class, but also consider the different levels of individual children's development, and put in activity materials suitable for the recent development areas of children of all ages.
(a) Pay attention to the development level of children of the same age and prepare different levels of materials for them.
Every child's development in various fields has individual differences, and some children have strong hands-on ability. In the art district, we can prepare materials of different stars for children. For example, children who are not good at hands-on can provide first-class materials: draw a wide rectangular piece of paper with dotted lines, so that children can open it across the board. Relatively good children provide secondary materials: wide rectangular paper strips for children to cut continuously. More capable children can challenge the third-level material: cutting along the curve. Some children have strong self-care ability and can dress and button themselves. In the living operation area, teachers can provide different types of button areas, such as tie buttons, traditional ethnic buttons, button puncture exercises of different sizes, etc., so that children can practice freely and challenge different difficulties. Children will be particularly interested, and sometimes they will invite her good friends to help them finish it and give them the opportunity to cooperate.
(2) Pay attention to the improvement of the difficulty level of the same material.
In practice, we found that many materials were put aside once, and when new tasks were assigned, teachers began to make new materials non-stop. They don't know how to develop and use original materials, extract or add them from original materials, and upgrade and innovate them. For example, in the popular science activity of "interesting stones", the teacher asked parents to collect all kinds of stones and put them in the popular science area to let children know the characteristics of stones. For a time, children were not interested in stones, so the teacher discussed with them how to decorate and dry stones with oil pastels and pigments, which required children's skills from simply touching stones to decorating with pens. After the decorative stones are finished, we transport them to the sand pool area, where children can build tall castles and decorate them with stones, which makes children more interested. Some children also discuss different decoration methods, such as enlarging stones at the bottom of the castle, putting pebbles at the top, and decorating different stones by classification. Children found scientific problems such as classification and spatial arrangement in their independent exploration, which put forward new requirements for children's learning. Some materials are not suitable for cross-regional development, and some difficulties can be added to the original materials. For example, in the life operation area "Jia Jiale", the original materials were table tennis, steamed bread clips and plates, and the children quickly challenged success. For the first time, the teacher changed the plate and provided a higher cup, which cultivated the child's hand-eye coordination ability; The second time, the teacher changed the big clamp, clamped the table tennis with the small clamp and put it in the cup; The third time, the teacher changed the table tennis into a small wooden ball. Small wooden beads are difficult to clamp, but they are not as slippery as glass beads. Children in small classes can still challenge for success. In the later stage, for children with strong exercise ability, bottles were added to let children put small wooden beads into bottles with smaller mouths. In this way, the difficulty of materials will increase step by step, and children will have a successful experience and enhance their interest in participation.
Fourthly, combining the learning characteristics of small class children.
Children in small classes are basically unaware of the purpose and task of learning. They are only interested in the learning process and often regard learning as a game. They need to learn by doing, playing and living. In the process of delivering regional materials, teachers should not simply let small class children operate with a plate of materials and a task list, but should consider the following requirements:
(A) the combination of high and low structural materials in the corner environment
Small class children mainly think in concrete images, and like high-structure materials with bright colors and vivid images, while low-structure materials help children develop their creative imagination. Teachers should consider the combination of high-structure materials and low-structure materials in the process of selecting and placing materials. For example, in the process of preparing materials for doll's home, teachers can prepare some high imitation materials for small class children, such as homemade TV sets, refrigerators, washing machines and so on. And various role-playing props such as costumes and hats. Dolls, bottles, cookers, etc. You can also collect photos of children and make family photos. Toy figures, clothes, kitchen utensils, playrooms, restaurants, hospitals, barbershops and other model toys. Low-structure materials, such as beads, necklaces, wigs, headdresses of different colors, colored crepe paper, foam paper, small bottles, small cups, etc. Can be used by children to decorate the doll's home and make food and decorations for the doll's home according to the situation.
(2) Choose materials that children are familiar with and have life experience.
Children in small classes are inexperienced, and the materials chosen by teachers should come from the materials in life, so that children will be more interested. For example, when looking for matches in the science area, teachers can directly use the sizes of bottles and lids, pens and pen covers, feet and shoes, hands and gloves in daily life for children to explore and match. In the magic battery, teachers can let children bring their familiar electric toys, understand the difference between the two ends of the battery, assemble the battery and make the toy move. Such activities will make children never tire of playing.
(3) Put a variety of materials to meet children's different learning needs.
On the basis of considering the learning characteristics of small class children, we should provide diverse and sufficient activity materials that can stimulate children's exploration consciousness and innovation ability as much as possible to meet their different learning needs. For example, in the art area, in addition to the graffiti area, we should also provide enough operating tools, such as paste, double-sided tape, transparent adhesive, children's scissors, lace scissors, plasticine, watercolor pens, oily pens, oil pastels, all kinds of wool, cotton swabs, paper cups, empty cartons, drawing paper and colored paper of different materials. Paper doll model, all kinds of empty cartons, empty bottles and other semi-finished materials. Let children boldly decorate and beautify these items by tearing, dots, drawing lines, winding wool and wrapping plasticine. Also pay attention to providing cleaning supplies, such as rags, small wastebaskets, sorting trays, sorting boxes, etc. Help children clean up their space at any time and develop the habit of cleanliness.
(d) Pay attention to the dynamic nature of materials and keep children's interest in learning.
As children interact with materials again and again, their interests are always changing and shifting, and they will get tired of playing activities for a period of time. Consider the replacement of materials, such as the puzzle materials in the puzzle area, a book in the corner of the book, etc. Also consider the addition of materials. For example, in the early stage of "Beautiful Bottle" in the art area, the teacher only provided simple stickers for children to decorate. After a period of time, children are not satisfied with simple posting, but can negotiate with them about what else they want to turn the bottle into. Some children say that they will become vases and flower arrangements, and some children say that they will become bottle dolls. Teachers can add scissors, straws and paper flowers and put them in beautiful vases. You can also add black wool, foam balls and watercolor pens to make bottle dolls.
In short, before choosing to put regional materials every time, we must think about whether these materials meet the age characteristics of the children in this class. These materials can let children play, how to play, and what aspects are suitable for children's development. Let the materials in the activity area not simply pile up, but stimulate children's interest in activities, let children interact with materials effectively, truly realize the humanistic education goal of "promoting the development of each child's personality" and realize the educational value of regional activities.
References:
Dong Xuhua, Han Glacier, et al. Kindergarten regional environment creation and activity guidance [M]. Beijing: China Light Industry Press, Yuan Ailing. Creation of Kindergarten Education Environment [M]. Beijing: Higher Education Press, Yuan Tiaofen. Create a distinctive kindergarten environment [M]. Hangzhou: Zhejiang Science and Technology Press, Pre-school Education Graduation Thesis II.
abstract:
Educational equity has always been the concept of equality advocated by people. However, although great changes have taken place in the development of urban and rural preschool education in China, there are still huge differences in the current phenomenon, mainly in the starting point, process and results of the development of urban and rural preschool education. It is of great significance to analyze the differences in the development of semester education between urban and rural areas in order to take effective measures to better serve rural development and narrow the gap between urban and rural areas.
Key words:
Urban and rural areas; Preschool education; Development differences; measure
1 Unbalanced factors in the development of urban and rural preschool education
China's educational equity has always advocated fairness from the starting point to the result. This includes the allocation of educational resources and the realization of educational equity in children's education. However, due to the regional differences between urban and rural areas and the influence of the general environment, the development of urban and rural preschool education has been in an unbalanced state, mainly reflected in the following aspects.
The imbalance of educational starting point
Starting point education plays an important basic role in the whole process of children's education, especially in the process of entering the park, there is an obvious gap between the number of urban and rural kindergartens. The rural economy has developed to a certain extent, and farmers' ideas about children's preschool education have also changed. However, compared with urban and rural areas, the number of children attending kindergartens in rural areas is still small, mainly because kindergarten education is simple and self-funded.
Imbalance in the educational process
The imbalance in the process of preschool education is mainly reflected in the situation of teachers' resources, and teachers' children are an important guarantee to maintain a good relationship between teachers and children. For a long time, the shortage of full-time teachers in rural kindergartens has become increasingly serious due to low treatment, low level of teachers and serious brain drain. Especially on the issue of being treated by kindergartens, there are few kindergarten teachers in rural areas, especially one kindergarten teacher is responsible for several classes, which makes the education process in rural areas far lower than that in urban kindergartens. The lack of kindergarten teachers is one of the important factors leading to the imbalance of education.
The imbalance of educational results
The complexity of rural topography and the great difference of economic and cultural development level determine that the only way to promote the popularization of rural preschool education is to build new formal preschool education institutions. [1] The imbalance between the starting point and process of preschool education in urban and rural areas directly affects the imbalance of educational results, especially the preparation of children for school. Rural children are not only far inferior to urban children in terms of opportunities and years of education, but also far inferior to urban children in terms of the process and quality of education.
2 Analysis of the reasons for the imbalance of preschool education between urban and rural areas
There are differences in economic development between urban and rural areas.
The fundamental reason for the unfairness of preschool education lies in economic development, especially in the process of the development of urban-rural dual economic structure and social structure, which often ignores the development of rural economy, thus making the rural economy lag behind for a long time. This situation directly affects the income level of families, making it difficult for families with weak labor force to pay the expenses, thus causing rural families to be unable to pay a large number of children's expenses. But at the same time, it still needs the continuous investment of hardware resources, especially the hardware conditions of rural kindergartens still need to be greatly improved, and the area of teaching auxiliary rooms needs to be greatly increased. [2]
There are differences in the distribution of educational resources.
The different distribution of educational resources directly affects the shortage of manpower, material resources and financial resources in rural preschool education, especially in China, which makes it difficult to develop rural preschool education. This kind of investment is closely related to the development of rural areas. However, the educational resources in cities are higher than those in rural areas, giving greater support to society. As a result, the conditions for running schools in cities are getting better and better, resulting in a serious imbalance in the distribution of educational resources. Only by emphasizing the fair distribution of public finance in preschool education and rationalizing the input mechanism can we determine the priority of preschool education resources allocation and allocate them to the groups that need help most. [3]
There are differences in teaching staff.
Due to the limitation of economic development level, more kindergarten teachers are unwilling to teach in remote rural areas, which indirectly leads to the limited development level of rural education. Especially compared with full-time kindergarten teachers in cities and towns, the problems of professional titles and income levels have caused the enthusiasm of rural kindergarten teachers and the stability of teachers. Therefore, it will lead to the difference of teachers' strength in long-term preschool education.
3. Important measures to promote the development of preschool education in urban and rural areas in China
Popularize rural preschool education
Under the background of urban-rural dual economic structure for a long time, we should start with the starting point of education, that is, popularizing preschool education, vigorously promote the construction and development of rural kindergartens with limited resources, increase the number of rural preschool education, and ensure that every child can receive rural education opportunities. Through various effective ways to construct the basic guarantee of rural kindergarten curriculum and education quality from the perspective of educational equity, to ensure that rural children in poor areas lay a good learning foundation in the preschool stage and ensure the real fairness of urban and rural preschool education.
Optimize the allocation of preschool education resources in urban and rural areas
Realizing the fair allocation of preschool education resources can provide an effective guarantee for narrowing the gap between urban and rural areas, especially in reforming urban and rural human and financial resources, which can make the government pay more attention to the needs of the government, so as to realize the balanced development of teachers on the basis of fair preschool education. Solve the outstanding problems existing in the conditions of running rural kindergartens, improve the level of running rural kindergartens, and strive to achieve a balanced allocation of material resources for urban and rural preschool education.
Strengthen the supervision of rural preschool education
The balance of preschool education should adopt different educational methods according to children's characteristics, especially the fact that preschool education children have achieved fairness in educational resources does not mean that preschool education has achieved fairness. It needs to ensure children's basic right to education, and teach students in accordance with their aptitude, so as to realize the real fairness of preschool education.
4 conclusion
Preschool education plays a key role in basic education and is the foundation of the development of school education and lifelong education. With the country's emphasis on preschool education in urban and rural areas, especially in the case of insufficient allocation of preschool education resources, effective measures should be taken to reduce the pressure on rural areas and rationally allocate urban and rural teachers' resources, whether from the school conditions or the growth environment of kindergartens.
Graduation thesis of preschool education 3
Scientists believe that the basic framework of the human brain is basically completed at the age of 6, so preschool education is particularly important to develop children's intelligence and cultivate their language expression ability.
Ability to cultivate children's ability to understand things, as well as their self-control, willpower, physical and mental health and so on. As the saying goes, "three years old is a lifetime", which is a critical period of early childhood education. Early education determines children's future, so preschool education plays an important and decisive role in children's development.
Keywords education, preschool education and preschool education
What is preschool education? Preschool education is an education that parents and kindergarten teachers use various methods and objects to develop preschool children's intelligence, make them smarter, stimulate the brain systematically, systematically and scientifically, and gradually improve the functions of all parts of the brain.