Research scheme of theme education activities1xx April1-in mid-May, after the routine work, we went deep into the grass-roots level and went to county-level kindergartens, Gudian Town Central Kindergarten, Jia Cun Township Dongxin Kindergarten, Gaoling Township Zhangjiacun Kindergarten, Han Zhuang Nanwangtuan Kindergarten, Heibao Township Kangzhuang Kindergarten and Wang Du Town No.1 Kindergarten respectively.
1, classroom teaching:
In the investigation, while recording activities, we carefully observed children's learning activities, and made appropriate comments on teachers' educational behavior and children's learning behavior. Normal teaching survey has the following characteristics:
(1) What's gratifying?
A. The orientation of teaching objectives reflects the spirit of the new syllabus.
We are delighted to find that many teachers focus their educational activities on cultivating children's correct life and study habits, stimulating children's interest in learning, and try their best to integrate learning content into the set situation, which shows that teachers are gradually bidding farewell to the concept of outline in their actions.
B, the role of teachers has changed quietly ―― Teachers participate in activities as guides, supporters and participants.
In the activity, we found that most teachers are no longer the instigators of knowledge, but "play" the supporters and guides of children's common growth in the interaction with children. In the past, we often heard teachers use "you should do this" and "this is not right" when guiding children's activities. However, during this period of investigation, we found that most teachers can talk to their children in an equal and enlightening language, and sometimes they push their children to the front desk, standing in the background by themselves, silently appreciating and guiding them in time.
C, embodies the concept of curriculum integration, and pays attention to the penetration of various fields. The new Outline emphasizes the mutual penetration and integration of various fields. When teachers carry out thematic activities, they can use the concept of integration to implement teaching and organically integrate all kinds of contents in the learning field. Teaching methods are also more flexible, and there is no unified model, which provides children with rich learning materials and carries out valuable learning purposefully and planned.
D, be able to find and use the resources around you to carry out educational activities, such as educational activities organized by wall decoration, children queuing to experience their height, driving a train, etc., with positive shift (positive number 1- 10) and backward shift (reciprocal 10- 1).
(2) Several problems in classroom teaching:
A, the organization of educational activities is arbitrary, there is no careful design and preparation, and there is a lack of relevant teaching AIDS and learning materials for children. For example, from the teacher's questions, we can see that the teacher's questions have not been purposefully thought and designed, so there are many invalid questions, which distract the children's attention and lead to confusion in educational activities. The content of the activity still emphasizes knowledge transmission, ignoring the cultivation of children's good habits and related emotional education. For example, in the "hand" activity of comprehensive education in large classes, teachers guide children to understand that the left hand and the right hand are equally important, but ignore the cooperation of the left and right hands, and the power of unity is greater.
Although teachers respect children as much as possible in language and behavior, taking children as the main body, in daily educational activities, they find that teachers can't adjust their plans at any time according to children's "nearest development area". The design process often pays attention to its own implementation, thus ignoring children's dominant position and dragging children to complete educational activities.
B, although teachers have gradually changed their role orientation, in teaching practice, some educational behaviors often backfire. We found that some teachers, despite their participation and communication, are superficial and have no substantive effect on children. Improper intervention methods of other teachers make the whole teacher-child interaction negative, which affects the best effect of interaction. We suggest that teachers can learn from the interaction between teachers and children and gradually improve themselves in reflection, so as to realize the continuous development and improvement of their own subjects, so as to realize the positive construction and development of subjects in the interaction between teachers and children.
C, although many teachers have the consciousness of thematic teaching, it is easy to confuse the integration and patchwork of various fields in actual implementation. Through the theme plan, we can see that the theme content is mostly simple patchwork textbooks, many of which are not even related, and there is no focus and choice in design. Some activities seem to be rich in content, but in fact they have no core and no focus. I hope that in the future teaching practice, we should first determine the theme goal, choose the theme content around the theme goal, use children's picture books selectively and creatively, and ask teachers to constantly reflect on their educational behavior, constantly improve their educational ideas, establish correct educational ideas, and let the form of theme education activities really serve the growth of children.
2. Other educational work:
(1) From the perspective of the combination of wall decoration and theme education, the kindergartens directly under the county and Sunzhuang Kindergarten in Sizhuang Township serve wall decoration for theme education activities, showing children's activities and achievements; Gudian Town Central Kindergarten has the consciousness of serving theme education activities with wall decoration, and is also working hard to do it. Other kindergartens are also asking for and preparing to implement it.
(2) The basic situation of preparing lessons:
Various forms of collective lesson preparation are under way. Sizhuang, Central Han Zhuang, Gudian and Gaoling have done a solid job and can creatively use lesson plans.
B, most of the party activities in general schools in villages and towns are planned, organized, guaranteed in time, and attended by special personnel. Due to various circumstances, individual units did not carry out routine collection and preparation.
C, set to formalization, the effect is poor. Through talking with teachers, we can see that when preparing lessons collectively, when one teacher talks about design ideas, other teachers are less likely to question their own views and cannot form a strong discussion atmosphere. The proportion of single equipment is large, and the due role of centralized equipment has not been fully played.
3. Situation analysis: Through the research and training in recent years, the professionalization of teachers has grown rapidly, and the concept of syllabus is also very clear. This can be seen from teachers' educational seminars and teachers' concentrated educational activities. Most teachers have changed their primary education methods and established good interaction between teachers and students. Everyone can use their own ideas to analyze whether their educational behavior is appropriate through their children's learning behavior. However, teachers' daily teaching reflects that there are still many problems in our work. For example, teachers' usual teaching: "No one can cope with it below", "You can still attend classes without teaching AIDS and learning tools" and "Reading lesson plans while attending classes" abound ... The reasons are:
A, managers pay insufficient attention to daily teaching, and the requirements for teaching management are not in place; Rarely go deep into the classroom, and supervision is not in place; The guidance is not in place.
B, the teacher has a class, usually more time, and when he enters kindergarten, he does things around the children. Kindergarten didn't leave time for teachers to think and study.
C, managers and teachers usually have more daily work, which distracts teachers' scientific research and teaching energy.
If teachers passively carry out pre-school education activities and pre-school education research activities and are lazy to think in a casual manner at ordinary times, it will be difficult to continuously improve their working ability.
4. Recommendations:
Professional directors should be planners and managers to maintain normal teaching. First of all, there should be evaluation criteria as guidance; Relying on the corresponding time conditions, there is a corresponding evaluation mechanism to protect and stimulate teachers' subjectivity. Turn me into what I want to do. From the behavior, let the teacher not only study theory and have ideas, but also want the teacher to really act.
B, the director of a special school should be a participant, guide and reflector of preschool education. The head of the school should regularly listen to the "teacher training class", attend at least one teacher training class in our school every month, and summarize and communicate once a month, which can not only stimulate teachers' self-motivation, but also constantly discover and analyze problems, mobilize teachers' excitement in thinking mode, expand teachers' thinking perspective, and deepen and concretize the theme of educational research and training, such as: there are too many invalid problems found in the course of attending classes, when to show examples in painting activities, and how to do it. Finally, the purpose of solving the problem is achieved.
C, professional directors should become the service providers of educational activities, and directors should create conditions and provide opportunities. Actively make use of various favorable factors to carry out teaching exhibition exchanges at the garden level, township level and county level, and mobilize all effective means to give teachers the opportunity to learn, the stage for performance and the space for exhibition to meet the needs of teachers' development.
5. Ideas for the next step:
In order to stimulate the enthusiasm and purpose of preschool teachers' teaching and research at all levels, the form of kindergarten-based teaching and research will blossom, the content will be more practical and the effect will be greater; In order to provide a platform for you to show your achievements and exchange ideas, we have defined the next form of kindergarten-based training in our county:
A. Carry out various forms of kindergarten-based training in different regions, and form the training results of this year in this region before the end of the second semester in 2008, and edit them into a book (personnel: including managers, teachers, logistics and other levels; Content: management experience (excellent teaching and research records, system worth popularizing), conservation sentiment, educational stories, generated theme activities, excellent courses, excellent reflections, etc. ).
B, at the end of the year, select "the results of kindergarten-based training" and hold an exchange meeting on the experience of kindergarten-based training.
Theme Education Activity Research Scheme II Since 20xx, * * province * * city * * county has carried out Chinese traditional virtue education activities in primary and secondary schools and kindergartens throughout the county. In order to fully understand the activities, recently, we conducted a survey on Chinese traditional virtue education activities in 39 primary and secondary schools. On the basis of a preliminary understanding of the overall situation of the activity, another questionnaire survey was conducted, and nearly 3,000 questionnaires were distributed, including students (1.400), parents (1.200) and teachers (280), and finally this survey report was formed.
I. Educational content
(A) to carry out Chinese classic reading activities
According to the physical and mental characteristics of teenagers, the reading content should be arranged reasonably from kindergarten to junior high school. Primary schools take "filial piety, courtesy, diligence, honesty and shame" as the main content, while middle schools take "loyalty, faithfulness, righteousness, tolerance and sincerity" as the main content, and take the principle of appealing to both refined and popular tastes. It covers the perfection of Disciple's Rules, Ganzi Wen, Zhuzi's Family Instructions, Selected Works of the University, The Doctrine of the Mean, The Analects of Confucius, Mencius, China's View on Ancient Literature, A Hundred Schools of Thought contend and other popular and memorable ancient poems and nursery rhymes.
(B) to carry out excellent traditional education
Take advantage of holidays, anniversaries of historical figures such as revolutionary leaders, national heroes and outstanding celebrities, anniversaries of major historical events, and important days with special significance such as minors' enrollment, joining the league, and adults' swearing-in, and concentrate on ideological and moral education activities. In May, 20xx, Zhusi Primary School in our county celebrated the "Second Mother's Day in China", and invited more than 30 famous domestic scholars to give lectures on filial piety, enlightenment of Chinese studies, Confucian ethics, and parents' lecture halls, so as to integrate China's traditional culture and local cultural resources into contemporary education, and set off an upsurge of loving, respecting and filial piety for mothers in the county.
(C) to carry out campus culture construction
In the campus, corridors, classrooms, blackboard newspapers, publicity columns and other places of the school, the contents of Chinese virtue education are carefully arranged, and three-character classics, disciples' rules and sentences are posted in the class, which makes students always impressed. Jinzhuang Middle School takes "Xing Ren, Dunyi, Chongli, Hongzhi and Yangxin" as the road name, and posts 42 large-scale posters of classic saints on both sides of the road, so that students can get education between walking and activities. At the same time, prints with different educational contents, such as traditional virtues, "gratitude" and inspiration, were set up in the corridor to create a rich campus cultural atmosphere.
Carry out Confucian training.
20xx 10, taking the opening ceremony of Nishan Shengyuan Academy as an opportunity, our county invited more than 60 well-known scholars and professors from the United States, Singapore, Hongkong and Taiwan Province Province to carry out Confucian education and training activities in our county. Eight lectures, including the Forum on Confucianism and Harmonious Society, were held for 40 key students and 500 cadres and teachers in the county, which sowed seeds and laid a solid foundation for deepening Chinese traditional virtue education activities.
Second, the actual effect.
(A) the performance of Chinese traditional virtues of primary and secondary school students in China
In recent years, we have taken loyalty, filial piety, honesty, faith, courtesy, righteousness, honesty and shame as the core contents of building a moral education system in schools, and reformed them according to the characteristics of the times: loyalty-the' responsibility' of doing one's best, filial piety-endless love, honesty-seeking truth and being pragmatic, faith-the starting point of starting a business, and courtesy- This "eight virtues" embodies the traditional core values of the Chinese nation. Carrying out "eight virtues" education can lay a solid foundation for the healthy growth of teenagers. Since 20xx, the reality of primary and secondary school students is as follows:
1, loyalty. When the national flag is raised, we stand in front of it, and 95.6% of the students think it is necessary to pay attention. When the class won the honor, 87.3% of the students said they were very happy.
2. Filial piety. 59.7% students often do housework within their power, 33.7% students only do housework occasionally, and only 6.6% students rarely or never do housework. 9 1.8% students think that they should share housework for their parents. 69.8% students know their parents' birthdays, 20% only know their parents' birthdays, 10.2% don't know their parents' birthdays.
3. Sincerity. 42.5% students never lie, 49% students lie occasionally, and 8.5% students often lie.
4. letter. 64.6% students can do what they promised, 34.6% students can do it sometimes, and only 0.8% students can't do what they promised.
5. ceremony. 86.7% of students can greet their teachers or parents on their own initiative. 64.7% students can often use polite expressions such as "please, you, thank you".
6. righteousness. 92.8% of the students think that it is right to see someone give their seat to the elderly, women with children or the disabled by bus. Outside the school, 83.4% of students will come forward to dissuade or call 1 10 when they meet classmates fighting.
7. Cheap. 56.8% students live frugally, do not pay attention to food and clothing, and do not compare; 27.6% students sometimes compare with each other; 15.6% students pay attention to food and clothing and compare with each other.
8. Shame. During the examination, when the teacher left the examination room for some reason and someone cheated, 68.3% of the students were able to keep calm and continue to answer questions; 28.8% students will look at other people's reactions before making a decision; Only 2.9% students will seize the opportunity to cheat. 76.3% of students can correct their mistakes.
From the above eight aspects, primary and secondary school students in our county have performed well in traditional Chinese virtues.
(B) the role of Chinese traditional virtue education activities
The good performance of primary and middle school students in moral education in China is closely related to the development of Chinese traditional virtue education activities. 49.8% of teachers think that the cultivation of students' character has made great progress by carrying out traditional virtue education; 48.7% teachers think that there has been progress, but the effect is not obvious; Only 1.5% teachers think it has no effect. 49.7% of parents think that the Chinese traditional virtue education activities in school have a great influence on students' personality, 42.2% think it has a certain influence, 6.5% think it has little influence, 1.7% think it has no influence. 62.3% parents think that activities have obvious effect on promoting students' normal study. 53% of primary school students and 77.7% of junior high school students think that activities can promote learning.
(C) Parents, teachers and students' attitudes towards Chinese traditional virtue education
The survey found that 45.7% of parents and 55.8% of teachers are very supportive of teenagers' reading Chinese classics, 62. 1% of parents are very concerned about their children's traditional virtue education, 86.9% of parents think that we should continuously strengthen and improve Chinese traditional virtue education activities, 6 1. 1% of primary school students and 63.8% of junior high school students. Most students can take the initiative to participate in various collective activities carried out by the school, and are more willing to participate in colorful Chinese traditional virtue education activities. With the support of parents and teachers, students are interested in participating. Therefore, Chinese traditional virtue education activities will continue to be carried out in depth and continuously.
(D) Existing problems and deficiencies
At present, there are still some problems and shortcomings in the education of Chinese traditional virtues in primary and secondary schools in our county, mainly as follows:
1. Primary and secondary school teachers generally report that students can't meet the requirements of Chinese traditional virtue education in the following aspects: lack of diligence and thrift, hard-working spirit, lack of hard-working spirit, inability to correctly treat criticism from others, inability to correctly handle contradictions among classmates, and lack of open mind.
2. The traditional Chinese virtue education activities in our county are single, lacking practicality, emphasizing form over results, unable to persevere, and the content is not substantial and specific.
3. The activities are not balanced. Generally speaking, primary school is better than middle school. Some schools are still in the initial and preliminary exploration stage, and have not yet formed their own distinctive ideas and characteristics, and there is still a certain gap with the activity requirements.
(five) the main opinions sought
Teachers' suggestions are as follows: 1. Increase the educational contents such as behavior habits, social morality, civility and courtesy, integrity, indomitable when encountering setbacks, practical ability, love, responsibility, collectivism, unity and cooperation, and life ideal; 2. Strengthen the traditional virtue education of educators and take the lead in setting an example; 3. Combine traditional virtue education with practical teaching, permeate into teaching and persist in it; 4. Combine theory with practice.
Parents' suggestions are: 1. Improve the subject content; 2. Arouse students' enthusiasm, let them know the importance of politeness, and make them become civilized and polite citizens; 3. Let Chinese traditional virtue education really penetrate into students' hearts, and let them become talents on the basis of adults.
Three. conclusion and suggestion
Through activities, traditional virtues began to take root quietly in the students' spiritual world, and the majority of primary and secondary school students formed good behavior habits, mainly in respecting their parents, respecting teachers and caring for the campus environment. At the same time, cultivate students' interest in reading, enhance their language expression and thinking ability, and improve their writing level. In addition, the traditional virtue education extends to the family and society through "small hands and big hands".
In order to carry out this activity deeply, continuously and solidly, we should do the following work well:
The first is to highlight the key points. To carry out the education of Chinese traditional virtues, we should not only carry out the education of "five virtues" in an all-round way, but also highlight key points and solve existing problems. Special attention should be paid to patriotism, basic morality, common sense of laws and regulations, ideal of life, collectivism, code of conduct and interpersonal communication.
The second is to pay attention to practical results. Refine every aspect of the "five virtues" into students' daily behavior. Home and school carry out moral practice activities simultaneously to promote the improvement of moral literacy of the whole society. Straighten out the relationship between moral education and intellectual education in schools, combine traditional virtue education with practical teaching, and continue to develop in depth.
The third is to adapt to local conditions. All schools should carry out educational activities based on reality, form characteristics, promote as a whole, combine the interests of teachers and students, form unique ideas, build educational brands, and deepen and expand in ancient poetry reading, gratitude education, calligraphy and other aspects.
Research scheme of thematic educational activities 3. I. Learning situation of carrying out the educational activities of Disciples' Rules;
(1) Form and content:
At the beginning of this semester, the first-grade class I taught began to learn to read Disciples Rules, mainly in the form of reading and practicing.
1, reading.
Every Thursday afternoon, the third period is school-based time. In this section, the teacher leads the students to learn the contents of Disciples' Rules, learning four sentences in each section. Explain the meaning while reading, and tell the children how to practice these words with stories about ancient celebrities. Practice again until everyone can recite the four sentences in this section. In addition to school-based recitation, our class also has the reading time of Disciple Rules before each festival. As soon as the bell rang and everyone was seated, the monitor began to lead the class to read aloud, from the beginning to the sentences he had learned. This is to strengthen the memory of reading. Teachers and children read together. Reading seven times a day in seven classes greatly consolidates children's memory, and of course, teachers themselves can read fluently. I have been insisting on learning in this form in April and May. Since June, the form has changed. According to the school's suggestion of "reading early and reflecting late", our reading is changed to morning and evening. After reading in the morning, stand up and read aloud. After that, ask a classmate to talk about what he did yesterday. After listening, everyone should praise this classmate and encourage themselves. In the afternoon, before school, read it again. After that, he volunteered to speak, and according to the requirements of today's Disciple Rules, he talked about his inadequacies. Everyone encourages him to work hard tomorrow.
In addition, in order to get strong support and cooperation from parents, we also organize parents to attend lectures regularly. The Youth Activity Center of the Education Bureau of our county opens a free hall for parents every Saturday to explain the Disciple Rules, which is welcomed by parents. Our class also organized parents to attend relevant lectures of Baoding Traditional Center, which benefited them a lot. Therefore, parents attach great importance to their children's practice of Disciples Rules.
2. practice.
The content of Disciples' Rules is what to do for children. Reciting without doing is not learning. As for the first-grade children, we don't ask them to do everything they recite, but guide them to "do simple things and do them again and again" at home. Instead, choose the little things in your child's life, focus on the overall situation, start from the little things, and guide your child to practice the disciple rule bit by bit. These little things include: (1) watering the flowers; (2) Set tables and chairs before eating; I will sit after the elders sit down; (3) take out the garbage.
3. Monitoring and evaluation.
Children in grade one are young and lack long-term endurance. They need timely evaluation and encouragement before they can continue to do it. At first, our class didn't do this work well, so we couldn't understand and evaluate the practice every day. The teacher only occasionally asks parents to sign their names to explain their children's homework at home. After this period of exploration, every student in our class is now ready to have a small notebook, which can record some successes and shortcomings of children every day, including the practice of disciple rules and the evaluation given by parents and teachers. In this way, every child wants parents and teachers to give him a good evaluation, so they enhance their awareness of norms and practice them seriously every day.
(2) Effect
After a period of study and practice, children are generally proficient in reciting what they have learned in Disciples Rules, and some children themselves are beyond the recitation progress of the class. Children have a correct understanding of disciple rules and know that this is the standard for regulating their words and deeds. Some children with strong self-control can do exactly what they have learned. Their parents are very satisfied with their serious work and down-to-earth study. Xxx is one of the children who have made remarkable progress. Last semester, the little girl looked very smart, but she was very inattentive in class and seemed to care little about everything. At home, she also has a younger brother. She doesn't like playing with her brother very much. Mom said that even when we are together, she often makes her brother cry. After reading Disciple Rules and Being a Brother this semester, she has changed. Once, my mother wrote a letter of commendation to xxx, which read: My brother messed up the living room, and my mother casually said, "You are really making trouble, but it makes me very tired." I went to cook. Mother came out of the kitchen and saw the living room clean and tidy, and her brother's toys were all packed together. Brother and sister are playing the game of picking flowers and ropes. Mom asked, xxx said she cleaned it herself. The mother was really moved to tears by her child. So I wrote a letter of commendation to my teacher, asking her to praise her in class. Children really know how to do "brothers are filial". This also makes teachers and classmates sit up and take notice of her. From then on, the little girl began to make obvious progress in her study, greatly enhanced her initiative, and began to write more beautiful words, and her writing posture was correct. She doesn't need a teacher's reminder. As long as she can write, her posture will remain the same. The change of this child is really gratifying. I really want to thank my disciples for their rules.
Second, the existing problems
1. Although our class has gained a lot in reading and studying Disciples Rules, there are still many problems. The main reason is not enough practice, and most children can't insist on doing a small thing for a long time. On the one hand, the child's own objective tolerance is poor, and the other reason is related to parents. Parents ignore that the education of children should start from life and blindly stare at their academic achievements. Under this concept, parents do not pay attention to helping their children to implement it. It can be seen that parents also need to learn the disciple rules, and we need to guide parents to have a clear understanding of the educational value of the disciple rules. This requires me as a teacher to vigorously promote to parents. I still have to work hard for this.
2. I still have many shortcomings in guiding children to reflect. Junior children still don't know what reflection is, let alone their own behavior. In our daily night reflection, many children don't think about their behavior mistakes, or don't know where their past behavior is good or not. The guiding role of teachers in reflection is very important. Shame is that I am obviously insufficient in this respect and there is no scientific, correct and effective guidance method. We should study hard and improve in the future.
Third, suggestions for improvement.
I suggest that the Disciple's Rules be extended to students' families through schools and teachers. Learning disciple rules is a new thing not only for students, but also for their parents and grandparents. How to get active support from parents is an important problem we are facing. I believe that when parents learn the rules of discipleship with their children, they will certainly find the best way to become a spiritual bond between parents and children. This is my personal opinion.