1, pay attention to the internalization degree of the educated, and ensure people's conscious and active development. Modern western humanism is one of the theoretical foundations of quality education, but the concept of quality education transcends humanism: it not only emphasizes the inherent potential of human beings unilaterally, but also emphasizes the development of innate potential and the cultivation of acquired quality; It avoids the "instinct theory" of humanism and thinks that the realization of human potential must depend on certain social and educational conditions; It does not unilaterally emphasize student-centered, but attaches importance to making students the main body of learning. At the same time, teachers should play a leading role.
2. Emphasize the comprehensiveness of education and ensure the all-round development of people. The fundamental purpose of quality education is to improve the quality of students in an all-round way. Therefore, all-round development is the ultimate goal of quality education, and the educational policy of all-round development can only be realized through quality education. However, human development potential is limited, and acquired quality development must be based on innate quality. It is neither possible nor necessary for all elements of individual quality structure to achieve a high and universal development. Therefore, quality education strives to improve students' basic quality in study, life and life, because it is not selective education, but developmental education.
3. Emphasize education equity, protect the rights of all those who deserve education opportunities, promote the development of all educated people, and minimize the differences between urban and rural areas, schools, classes and individuals. Education is open to all. In this sense, quality education can be understood as a goal that all students must achieve. Therefore, the core of quality education is to create an education suitable for all students, not to choose students suitable for education.
High-quality children should be trained by high-quality teachers. Without the quality of teachers, there will be no quality of education, and there will be no good quality of children. It's hard to imagine that education accustomed to emphasizing knowledge infusion and skill training can effectively cultivate children's learning quality, while teachers who only value two classes a day can comprehensively promote children's physical and mental health development ... Therefore, to implement quality education in kindergartens, we must first improve the quality of kindergarten education itself.
1, strengthen professional ethics. For a long time in the past, kindergarten teachers had to worry about their social status. However, with the country's emphasis on education and parents' expectations for the future of the only child, the social status of kindergarten teachers has improved significantly. In such a big environment, kindergarten teachers should love their posts and respect their work, and maintain the social image of preschool education. In addition, quality education requires teachers to teach children the basic principles and norms of being a man and doing things, and to cultivate children's quality as human beings, but principles and norms are not qualities themselves, but conditions for achieving quality, and the formation of children's various qualities has a complicated process. Adults' words and deeds often have a greater impact on children's authenticity than classroom education. Kindergarten teachers are authoritative adults for children, and their behavior has a subtle influence on children. Therefore, it is more important for kindergarten teachers to set an example than to teach by example. Their good moral cultivation in treating work, colleagues, parents and children will have a positive impact on children's ideological and moral quality.
2. Update the concept of education. As mentioned above, quality education is a kind of educational thought with rich connotation. But any good educational idea must be absorbed, mastered and transformed into teachers' own ideas, and then it can be truly transformed into specific educational strategies, so as to achieve the expected goal of education. Therefore, for the majority of kindergarten teachers, to implement quality education, we must first understand what quality education is, and then consider how kindergartens embody the idea of quality education. I think at present, kindergarten teachers should oppose the following concepts of quality education:
A. Understand children and pay attention to their all-round and harmonious development in body, intelligence, morality and beauty. Children should not be judged prematurely, and characteristic education in kindergartens must be based on the all-round development of education.
B trust children and give full play to their subjectivity. We should pay attention to making children willing to learn and take the initiative to learn, rather than being one-sided and absolutely child-centered.
C, care for children, so that each child's physical and mental development can be maximized. Teachers should pay attention to every child, and the evaluation of children should be targeted and not too general. Kindergartens should not blindly expand enrollment for economic benefits, strictly control the number of places, and strengthen the discussion of small-scale activity organizations.
Encourage children and stimulate their creativity. Cultivating children's creativity is to improve their ability to analyze, solve and creatively express their views. Creativity is not only reflected in artistic creation and scientific and technological inventions, but also in daily life. If teachers can guide children to consciously consider the phenomena they are used to in new ways of thinking, then education will certainly produce talents.
3. Expand cultural knowledge and improve vocational skills. Knowledge and skills are the basis of quality improvement and the form of quality expression. Therefore, kindergarten teachers should continue to learn and improve, especially in the deepening of professional theoretical knowledge, the understanding of natural science knowledge, the strengthening of artistic accomplishment (not only artistic skills), the improvement of writing and audio-visual education ability. Only by constantly enriching and perfecting themselves can teachers continuously improve their own quality.
4. Promote physical and mental health. The physical and mental health of kindergarten teachers is not only related to the successful completion of their duties, but also affects the physical and mental development of children. It is hard to imagine that a moody teacher can create a harmonious class psychological environment, and a teacher who has not recovered from a long illness can bring great vitality. In addition, teachers' attitude towards health, teachers' lifestyle and so on will have an impact on children. Only healthy teachers can cultivate healthy children.
Quality education requires high quality of kindergarten teachers, but the quality has the characteristics of unbalanced development. It is unrealistic to require high quality of every kindergarten teacher, but this does not prevent us from studying and pursuing the ideal quality of kindergarten teachers.