I. Teachers
(A) mental state should be adjusted to the best state. Facing children, before an educational activity begins, teachers should be able to "cheer up" themselves and appear in front of children with a hundred times spirit; Infect children with love for scientific activities; Guide children to participate in scientific activities with curious expressions, vivid language and interesting forms.
(2) Have a clear educational goal in mind. The goal mentioned here is not the general goal mentioned in the Guide to Early Childhood Education and the Guide to Learning and Development for Children Aged 3-6, but the detailed goal for each activity. Educational activities are the most taboo: aimless, noisy and messy.
(3) Keep in mind the child's inquiry process. Children explore, learn and ask questions through perception, familiarity, questioning and recall, make guesses and assumptions with existing experience, then test their ideas with questions, draw their own conclusions according to observation or operation, and show, communicate and share the process and results of exploration among their peers to experience the happiness of success. Teachers should always grasp the cognitive laws of children.
(D) Establish the concept of lifelong learning. Self-enrichment, innovation, ability and rich knowledge structure. Carefully study teaching materials, carefully design teaching plans, make teaching AIDS, make full use of modern teaching methods, flexibly use teaching methods and learning methods, and carefully teach every class.
(5) Treat every child with love. Preschool teachers should take love as the cornerstone of education, walk into children with a childlike innocence, play games with them, have fun together, be the guide, supporter and collaborator of children, and participate in and grow together with children on an equal footing. Such as squatting down and talking to children and other details of daily life.
Second, children.
Age characteristics of children aged 3-6: cognitive activities depend on actions, psychological activities are continuous, and cognitive activities are intuitive. They have great emotional effect, weak persistence, strong attachment, love imitation and poor cooperation.
(1) Children are super connoisseurs. Every child is an angel. If you speak well in class, the children will actively cooperate and their small eyes will shine. If you don't speak well, the children will be confused and won't discuss it. They will kiss their teachers and trust their teaching. We pour the most sincere and selfless love into the innocent children, and the children will repay you with the truest smile and the happiest growth.
(2) Children are super collectors. Children are a book and a diary, and they can learn in many ways, among which observation and imitation are the main ones. Children unconsciously gain a lot of knowledge and experience through their hands, mouths and brains.
(3) Children are super big players. Children are playing with middle schools and schools, and they are playing with ever-changing and strange things. Their views and interests are often different from those of teachers. If teachers accept and support their views and interests, they will be more active and creative in inquiry activities. Generally speaking, children's sudden enthusiastic behavior is often in line with their development level and needs.
(4) Children are super "gourmets". Need the best "food" and the most reasonable "nutrition collocation". In the past, "cramming teaching", "primary school teaching" and "adult education" were the most unfavorable to the healthy development of young children. Of course, children don't like it and don't pay the bill.
Third, the content
Teachers should choose and design the contents and colorful activities that are common in life, can arouse their interest, are easy to operate, are easy to understand and master, based on the scientific and technological achievements that children are familiar with in life and the media, so that children can truly experience the joy of learning.
Fourth, a safe atmosphere of inquiry.
A safe atmosphere of inquiry is the basic premise and condition for children's active learning and inquiry. Allow children to make mistakes, give them confidence, and seek their true intentions and understanding level; Support and encourage children to ask questions boldly, accept their different opinions, explore methods and discoveries, give them an encouraging evaluation and experience happiness.
Fifth, pay attention to the interaction between the five areas.
Kindergarten teaching is different from autonomous teaching in primary and secondary schools, and educational and teaching activities run through children's daily activities. It is necessary to cultivate children with all-round development and promote the all-round and coordinated development of children's emotions, attitudes, abilities, knowledge and skills from different angles.
The experience of not being a teacher is actually a fortune on the road of life. As long as you study hard and improve your psychological debugging ability and teaching skills, you can become a teacher who makes progress every day and has a sense of happiness and accomplishment every day.