The first part: a preliminary study of the conventional education in kindergartens.
Conventional education is an important part of preschool education, and it is also an important means for children to learn to adapt to collective life and have the ability to live independently, form good behavior habits and better organization and discipline, so conventional education methods are very important.
Keywords conventional education kindergarten education
At present, most of our children are only children, and they are at the center of attention in the family. Although it can't be said that parents and other elders don't pay attention to the education of young children, they often don't experience real equal communication and cooperation with their elders because of excessive concern and love. On the other hand, because of children's age characteristics, they can't participate in social life like adults. For children, kindergarten life is undoubtedly the most important place for children of this age to feel the collective and society and accept the discipline and rules of collective life. In the collective education scene of kindergarten, if every child doesn't know which behaviors must be controlled and which behaviors can't be controlled, the chaos and disorder of teaching order will be inevitable. Therefore, it is obviously impossible for kindergarten teaching to lack a regular system, or if this routine is not well established. In fact, it is precisely because of the above background that our conventional education has some misunderstandings in concepts and methods:
1. Emphasize order and ignore autonomy.
In educational practice, classroom routines are often tested through inspection and evaluation, which forces teachers to continue their routine education. In one step? Or? What must be finished by when? Waiting for children leads teachers to ignore or ignore the individual differences and age characteristics of children when grasping routines. Sometimes, in order to have a quiet and orderly teaching environment, children are forced to obey the rules made by adults. Even if some teachers occasionally organize some discussions for children to participate in, the essence is that the teacher controls the initiative of the discussion and the discussion ends with a conclusion that conforms to the teacher's wishes. Taking routines as restrictions makes routines lose their role in guiding children's behavior. After the promulgation of the new kindergarten syllabus, the instructor changed the traditional educational concept and put more emphasis on teachers' respect for children's autonomy in education. Because each child's personality is different from the original learning experience, the same education has different effects on each child, so one-sided pursuit? Uniforms? The order is obviously unrealistic.
2. Emphasize * * and ignore differences, will it? Maintain immediate discipline? As the sole goal of formal education
For example: art activities in kindergartens. Today is an open class for teachers in the whole park. In advance, she carefully designed a gamification art teaching activity-? Frog diving? Let the kindergarten children learn the painting skills of finger pointing. In order to ensure the good autumn order of the open class, Teacher A specially emphasized to the children before the class? Many guests and teachers will come to our class today. Children should be good in class. Don't move around or run around. If everyone behaves well, the teacher will put a sticky paper baby on each child's face after class! ? . However, to Teacher A's surprise, when she just showed pictures of lotus flowers and frogs on the blackboard and played related background music, all the children excitedly left their seats and ran to the blackboard to learn to jump like frogs. This sudden chaotic scene made it difficult for teacher A to clean up. Although Teacher A tried many ways to get the children back to their seats, it had little effect, and the open class could only end hastily. Let's not discuss whether it is appropriate for teachers to induce children to observe discipline temporarily, but as far as the results are concerned, why can't teacher A get the same effect by doing the same thing? Apart from the lack of experience in organizing classroom discipline as a new teacher, the most important thing here is to take routine as the premise of all activities rather than how to stimulate children's interest and motivation in learning, so as to make education routine. Too much emphasis on the order of the environment, ignoring the autonomy of children, too much emphasis on the * * * nature of conventional education, and ignoring the individual differences in obeying the routine? . For kindergarten children, the development level of their self-control ability determines that they are easily excited when facing novel stimuli, so it is inevitable that children will be excited when they see pictures of frogs for the first time. At this time, the teacher's previous requirements have been forgotten; For the children in large classes, the development of life experience and self-control ability enables them to give up their direct impulse and consciously use discipline to restrain their behavior in order to get the reward or affirmation from the teacher afterwards. Therefore, Teacher A keeps routine requirements in teaching activities, emphasizes * * * and ignores differences, so it is difficult for the child's performance to meet her expectations.
Based on the related misunderstandings in conventional education, it is necessary for us to think and adjust this routine work to make our conventional education more reasonable and effective.
2. 1 The establishment of routine has changed from the teacher's regulations to the self-management of children under the guidance of teachers. The Guiding Outline of Kindergarten Education points out: Establish good routine, avoid unnecessary management behavior, and gradually guide children to learn self-management. Under the guidance of the spirit of the outline, I tried to change the routine content from teachers' arrangement to children's passive acceptance to attaching importance to children's experience acquisition and actively constructing self-management. Reflected in three aspects:
2. 1. 1 Understand children's psychological characteristics and development requirements, and turn vague education into timely and appropriate guidance. Soviet psychologist Vygotsky once said: Children learn according to their own syllabus, and the order of stages they go through is determined by what children get from their surroundings. ? First of all, what they study or play is determined by their interests and needs. They are interested in their own wishes, not adults' choices. Therefore, children's regular training should be carried out according to their own syllabus. Teachers are required to formulate practical and effective educational measures, actively guide and patiently guide for a long time according to the characteristics and psychological needs of children in this class.
2. 1.2 Children participate in the formulation of rules, changing from passive acceptance of routine to active construction of rules. Montessori was put forward as early as19th century? Practice is the best teacher for children? , vividly interpreted as: I heard it and then forgot it; When you see it, remember it; If you do it yourself, you will naturally understand. Explain that children learn through experience. Therefore, children must be involved in the formulation and revision of rules, so that children can experience the pleasure of success. Teachers should give children the opportunity to make their own choices and decisions, which will not only give children the opportunity to learn from mistakes and successful results, but also enable them to learn to consciously regulate their behavior and be responsible for the consequences of their actions. Isn't the teacher's task to replace children? Smart? Choice is to help children make their own choices. Only in this way can children feel that rules are their own internal needs, not imposed. For example, middle and large classes can be left for children to discuss and establish a routine for toy placement. Another example: some children compete to enter their favorite area during the game, which leads to disorder before the game. I discussed with the children and made a new adjustment to the rules: the selection order of entering the game area was stipulated in advance, so that each group of children had the opportunity to choose the game area first.
In the above cases, I guided children to use reasonable social rules to solve conflicts in daily game activities through regular education. Under the norms of rules, children gradually learn to give up their initial impulse and stop working hard to achieve their goals, but consciously wait in turn, so that the order of game activities gradually becomes orderly from the initial chaos. In this regular education, I didn't force children to accept a certain rule, but let them participate in the formulation of the rule through specific events and experience the influence of rules and irregularities on game activities, so as to consciously adjust their behavior and form a good game routine.
2. 1.3 Grasp the guidance of conflict situations and turn external routine requirements into children's internal needs. In conventional education, if teachers can sensitively grasp conflict situations and give reasonable guidance, they can provide children with a lot of opportunities to use rules to solve communication conflicts, so that children can learn to use rules to regulate and restrain their behavior.
3. The routine function has changed from restricting children's activities to aiming at children's development.
Example: It's time for a nap, and the children enter the nap classroom one after another. Because the teacher greeted the children in the activity room, before entering the nap room, the children who went in first began to laugh and play loudly. Some put a cloak on Altman with blankets, some took off their clothes, and some children deliberately teased others with strange tongues. After hearing the noise, the teacher yelled at him? Which child still wants to make trouble? When the other children get up, I'll let him sleep, so I won't take him outside to play games! ? Soon, all the children were quiet. So, does this conventional education that relies on the authority of teachers and punishes threats have any effect? In the short term, the effect of this conventional education is really obvious. After the teacher scolded, no child dared to be naughty. So, what is its long-term effect? This temporary order and direct discipline are not true. Because children don't understand the teacher's requirement to keep quiet before taking a nap, so that every child can fall asleep undisturbed, they won't realize what's wrong with noisy behavior in the nap room, so they won't have the internal motivation to abide by these nap disciplines. He was taciturn and disciplined only because he was afraid of teachers and punishment, or because he wanted to get rewards, but he didn't really understand the consequences of his actions on the collective and others. When the motivation to observe discipline does not come from the child himself, once there is no supervision, the child will especially violate discipline. Montessori pointed out that the appearance discipline cultivated by various coercive means is completely false and can't last. True discipline is positive, active, active, internal and lasting. In other words, regular education should not only carry out the short-term goal of maintaining educational order, but also pursue the long-term goal of children's development. The purpose of our regular education for children is not to make them more obedient, but to hope that they can judge right and wrong according to social norms and restrain their behavior? Sensible? Kid. Professor Xu Zhuoya pointed out? Discipline? Not an end in itself. Management? Not an end in itself, but to promote students through discipline, management and other means? Self-discipline? Is the development of classroom discipline and management to be realized? The educational purpose of authenticity? ! Reflecting on our problems in conventional education from this perspective will undoubtedly help to establish the correct goal of conventional education.
4. The conventional content has changed from one size fits all to gradually deepening with the growth of age.
Many teachers think that small classes and nursing classes are the key periods of regular education. If you miss the best opportunity to master the routine when you first enter the park, your child's autonomy will be difficult to discipline after the middle class and the big class germinate. So for these children who have just entered the park, teachers usually spend a lot of energy on regular training. Of course, this idea is not unreasonable. Children's inhibition ability is relatively weak, and their understanding and acceptance of rules are poor. Older children have strong inhibitory performance, a high degree of understanding and internalization of rules, and can receive relatively strict routine education. Based on these objective factors among children, I think that in the routine education of kindergartens, it is necessary to change the over-unified management mode in the past and constantly adjust the routine education focus of children of different ages. For example, for young children in small classes and kindergartens, the focus of regular education should be on helping children complete the transition between family and kindergarten life; For the children in the middle class, the focus of regular education should also be changed from adapting to kindergarten life to letting children learn to live in harmony with other children; For children in large classes, they are faced with the transition from kindergarten life to primary school. The focus of regular education should be to cultivate children's self-control ability in cognitive activities and help children understand and internalize rules. Teachers' supervision and control of children's behavior should decrease with the increase of age, and handle the relationship between holding hands and letting go.
In the routine education of kindergartens, teachers should respect children, which is conducive to their long-term development and mobilize all favorable factors to achieve the expected results.
Research Document 2 on Kindergarten Regular Education: Analysis of Kindergarten Regular Education
Abstract: The film Looking Beautiful is set in Fang Qiangqiang, a freshman in kindergarten. Rough? Taking life as the main line, I recorded a day's life in kindergarten. From this film, this paper analyzes the problems existing in the routine education of kindergarten, such as unreasonable content, alienated purpose and single educational strategy, and puts forward the strategies and methods of the routine education of kindergarten.
Keywords: children's cases; Daily management; Childish nature
A case-the story of Fang Qiangqiang
This film tells the story of a four-year-old boy, Fang Qiangqiang, who was sent to kindergarten by his father. The whole movie scene shuttles back and forth in kindergarten activities such as getting up, eating, attending classes and washing. However, it is these ordinary life scenes that reveal profound meanings. I was deeply impressed by the excessive emphasis on uniformity and the exaggerated treatment of teachers in the editing. Although preschool education in China has developed for many years, we have to admit that some phenomena still exist in the fragments. This reflects that there are still many problems in the routine education of kindergartens today.
Second, the analysis of routine education in kindergartens
Literally, kindergarten regular education can be divided into two parts:? Kindergarten routine? And then what? Education? . Therefore, the researchers believe that the analysis of kindergarten routine education needs to be carried out from two aspects: on the one hand, the content of kindergarten routine, on the other hand, the strategies and methods adopted by kindergarten teachers as the main body of routine education.
(A) part of the routine content is unreasonable
At present, the content of kindergarten routine includes three aspects: life routine, study routine and activity routine.
Different from the routine in "Looking Beautiful", there is no such thing as? Must I defecate every morning? This is obviously unreasonable, but the details need to be studied. For example,? Keep quiet while eating, fall asleep quickly and quietly, sit up straight in class, put your feet together, look at the teacher, and put your hands on your knees? Wait a minute. Therefore, the rationality of kindergarten routines remains to be studied, and unnecessary routines still exist.
(2) The purpose of kindergarten regular education is alienated and the strategy is single.
1. Alienation of the purpose of regular education in kindergartens
The purpose of regular education is to promote children's socialization, familiarize them with some rules in collective life, and develop their self-care and self-discipline ability. However, in kindergarten practice, the purpose of routine education has been alienated, and many teachers tend to understand the purpose of routine education in kindergarten as managing children.
2. Preschool teachers' conventional education strategies are single.
In kindergarten practice, teachers tend to adopt simple and efficient methods, which are relatively simple, usually preaching, rewarding and punishing.
(1) Preaching
Preaching means that teachers make children obey the rules by giving instructions directly or persuading them. When a teacher sees a child's illegal behavior at work, he will generally immediately remind him to let the child correct it. When some children are slow to respond, the teacher will persuade them.
(2) Reward
Reward is an affirmation of individual behavior to some extent. In behaviorism theory, reward can also be called positive reinforcement, which is a kind of stimulus that can meet people's needs.
Maslow's hierarchy of needs divides human needs into five parts: physiological needs, security needs, belonging and love needs, respect needs and self-realization needs. Young children also have these needs. Teachers may provide children with enough physiological needs, safety needs, sense of belonging and love needs, but other needs can't meet their needs, so they seize every opportunity to get these needs. There is such a clip in the film: When defecating in the morning, Fang Qiangqiang squatted to the last one until the teacher called him. The teacher said forget it today, and he asked the teacher in a low voice. Will you buckle my little red flower today? After the teacher answered no, he ran away happily with his pants in his hand.
Kindergarten teachers often use rewards in regular education. There are many forms of rewards in kindergartens, such as commenting on small red flowers, small stickers, teachers hugging, touching, giving privileges and small material rewards.
(3) Punishment
Punishment, as opposed to reward, is defined in psychology as a stimulus or event that can weaken behavior or reduce response frequency, including presenting aversion stimulus and eliminating pleasure stimulus. It mainly changes children's behavior according to the conditioned reflex principle of behavioral psychology. Punishment can cause children's anxiety or fear. Teachers punish children after their forbidden behavior, so that children's forbidden behavior is linked with anxiety or fear, forming a conditioned reflex. In order to avoid anxiety or fear, children must stop prohibited behaviors. For some violations, teachers usually punish children by depriving them of the right to play and language threats.
Three. Suggestions on regular education in kindergartens
(a) follow the nature of children, and reasonably formulate appropriate routine content.
Teachers can't make some unnecessary rules for their children for the sake of superficial silence and their own management convenience. Therefore, when arranging children's daily life, teachers should reduce unnecessary routines, avoid excessive restrictions and unified management, and provide? A prepared environment? Let children experience the harmony and freedom brought by the rules.
Therefore, in conventional education, teachers should change the phenomenon that children are only routine executors and users, and let children participate in the formulation of routines. Only when the child's heart is satisfied can he truly abide by the routine.
(b) Regular education for preschool teachers should be planned.
The development of children's routines is not achieved overnight, but can be maintained through long-term repeated reinforcement. Teachers should have a plan when they first come into contact with young children. Teachers should remind children who violate the rules. Reasoning? Punishment? Repeat the action? Punishment? The deprivation game gradually transits, which gradually deepens the degree of teachers' educational behavior. Teachers must not appear in order to get immediate results, and direct use of punishment management is not conducive to maintaining long-term results.
(c) In formal education, children's personality should be considered, and gender should not be overemphasized.
The routine of the class is aimed at the collective requirements of the kindergarten class, requiring the children in the class to be completely uniform. Teachers always ask all the children to do the same thing at the same time, just like in the movie, Teacher Li ordered all the children to defecate together after getting up. This phenomenon is also common in kindergartens. Every child's personality and family environment are very different, so although every child faces the same routine, every child needs different guidance in obeying the rules. Teachers should consider individual differences when guiding.
References:
[1] Yuqin. On the conventional management strategy of kindergarten classes [J]. Family and Family Education: Modern Preschool Education, 2009(03).
[2] Wang Zhenyu. Theory of children's psychological development [M]. East China Normal University Press, 2000.
[3] Zhang Yanjuan. Reflections on kindergarten education [J]. Early childhood education: Education Science Edition, 2008.
The third part: the regular education of small class children on campus.
Abstract: Regular education for children is to help children learn the group lifestyle and enjoy social life, which is the need of children's growth. First of all, we should pay attention to the creation of routine environment, which is conducive to children's understanding of routine requirements. Secondly, we should give guidance in daily life to help children form good habits. To cultivate good campus life habits, continuous education is necessary.
Keywords: kindergarten; Small class; traditional education
Regular education for children is to help them learn the lifestyle of the group and enjoy social life, which is the need of their growth. Although the campus routine is located in a small area, it involves many points. Children in small classes have just entered kindergarten, and they know nothing about the routine of kindergarten, let alone abide by it. Therefore, in order for children to learn knowledge and learn to be human, they must first learn to abide by the routines of kindergartens. Traditional education takes many forms. As long as we can grasp the points and aspects of education, we can carry out regular education in many educational links, and we can also use various materials to cultivate children's campus routines. Through years of daily education and experience accumulation, the author has his own thoughts on the conventional education in small classes, and now appeals to words to encourage and advance with everyone.
First, the creation of a routine environment is conducive to children's understanding of routine requirements.
Children's figure paintings and cute animal images are children's favorite pictures. The content displayed in this kind of pictures can arouse children's interest, stimulate children to watch it many times, and at the same time, children can slowly follow the requirements in the pictures. So we chose some pictures similar to the conventional habits, such as the correct way to move chairs, queuing for water, asking each other early when coming to the garden, etc., and arranged them on some walls of our class respectively. After the teacher's arrangement, the children often get together to watch and talk. Some people say that they moved their chairs like in the photo, and some people say that they said good morning to the teacher today. In a subtle way, children understand some simple routine requirements in life, and at the same time they can slowly follow the routine requirements. For another example, we guide children to develop the habit of going to the toilet in an orderly way. However, due to the large number of children in the class, there are often crowded doors in and out of the toilet. Therefore, we put a haircut sign at the door of the toilet, pay attention to the right side of the ground where the entrance sign is posted, so that children can learn to read the sign, follow the sign and get into the habit gradually. At the same time, in the process of forming this habit, they also know that they should walk on the right.
Second, the guidance of daily life can help children form good habits.
Good routine must be formed in daily life, so it is necessary and effective to give routine guidance to children in daily life.
For example, the problem of washing hands, children will not get wet when they first start school, but after wearing long-sleeved clothes, they often find that children often get wet sleeves, so we teach them to roll up their sleeves. Children's breakfast is after morning exercises, so we use the time from the playground to the activity room to remind and guide children to roll up their sleeves and get ready to wash their hands in advance. Although it is not a long time to walk from the playground to the activity room, the teacher reminds the children every day and gives them some help according to their actual situation. Therefore, children learn quickly and form habits in the future. It won't happen again that they get wet when washing their hands. Another example is learning to put on and take off your clothes. In addition to teaching children how to undress in daily activities, we often ask them to undress and put on clothes before and after a nap. The teacher first put forward the requirements of the competition to the children: fold the clothes neatly according to the usual requirements, help each other when encountering difficulties, and see which child goes to bed first. Although this is a competition, we can see children helping each other, for example, you help me pull up my sleeves and I help you pull up your trouser legs. During the competition, the teacher also posted small red flowers to more than half of the children who slept first as required, which also inspired some children who were usually slow to respond. On the second day of the game, several children who had been slow before were also posted.
Third, the rendering of story characters is a good medicine to stimulate children to imitate effectively.
Children like to listen to stories, because the plot in the story is the easiest for children to understand and the education is the easiest for children to accept. ? Qiao Hu? Is an animated character that many children are familiar with, and some of his characteristics are often shown by our small class children, so I use? Qiao Hu? The series of stories teach children the corresponding rules, and also effectively promote the development of many habits of children. For example, at the beginning of school, because children have just entered the collective life of kindergarten and left for such a long time to help their families and people, many children are still not used to doing things by themselves and are used to asking teachers and aunts to help. I will let my children watch Qiao Hu's video "I Can Do It Well", let them see how Qiao Hu, who just went to kindergarten, did it in the story, and let them know that they should do their own things. Then, I will give some examples to praise some children who can collect toys, dress and undress, eat and go to the toilet by themselves. Through such activities, children can start to do it themselves and slowly learn to do their own things. For example, before lunch, I let my children watch Qiao Hu's video story "I don't have a partial eclipse", and then ask questions and educate them according to the content of the story so that they can understand? Eating more fruits is good for your health, eating more vegetables is nutritious, eating more fish is strong, and eating more rice is high? . Then remind the children when they are eating. Many children had a partial eclipse before. Through the story of Qiao Hu, children really understand the use of fruits, vegetables, fish and rice, and know that they can't be partial to food, and this is pre-meal education, so the effect is obvious.
Four, consistent education is a necessary means to cultivate good campus routine.
As far as the consistency of campus routine education is concerned, it includes the consistency education among teachers in the class and the consistency education between kindergarten teachers and nurses. So at the beginning, the teachers in our class should have a simple discussion together and have the same understanding of some routine requirements in the class. After putting forward some rules to children for the first time, all teachers and students in the class must adhere to them and cannot violate them or delete them at will. And in the process of cultivating children's good campus routines, parents can also be borrowed. For example, if we ask children to develop the hygienic habit of gargling after meals, we ask parents to cooperate together so that children can stick to it at home. The routine education in kindergarten is to let children learn to adapt to collective life, have initial independent living ability, form good behavior habits and better organizational discipline. However, we infiltrate various gamification forms into regular education, which can make children get gamification experience in life and make regular activities more gamification.
In a word, routine is the basic behavior rule that all kinds of activities in kindergarten should abide by, which is of great significance for maintaining the normal teaching order and promoting the all-round development of children. We should promote the normalization of detail management in a positive way, effectively improve children's safety awareness and good manners, let children learn to wait, not run indoors, walk slowly in and out of the gate, and protect themselves and others' behavior habits during activities. Safe campus? This activity has been realized.
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