First, theoretical study and improvement.
The Guiding Outline of Kindergarten Education is a programmatic document of preschool education, and its purpose is to create high-quality preschool education and promote the healthy growth of preschool children. As our garden is newly established, most of the teachers are normal students who have just graduated, and some of them are not pre-school education majors. Therefore, at the beginning of the school year, we organized teachers to study the new "Outline" carefully to help teachers understand the theory of early childhood education, familiarize themselves with the characteristics of children's physical and mental development, and consolidate their professional ideas. To this end, we launched a knowledge contest to learn and interpret the new syllabus, and exchanged papers on learning the new syllabus in order to deepen teachers' understanding and application of the spirit of the syllabus.
As soon as we got the series, we organized some teachers to participate in the "Kindergarten Comprehensive Activity Series Textbook Training" organized by Kunshan Teaching and Research Section. After that, we invited Yao Fenying, a researcher of preschool education in the city, to come to the park and tell us about the new curriculum theory of kindergarten and how to make use of a series of comprehensive activities of kindergarten. With the training of new teaching materials and new educational concepts, teachers deeply feel that the new "Outline" emphasizes experience more, and the process of letting children feel and build knowledge in their own experience is more important. The objects that children are interested in or concerned about should be our living teaching materials (generation courses) at any time, and it is more important for children to learn than not to learn. Its focus is not what children are taught today, but what children need now and in the future!
Second, the implementation and application of the "three combinations"
The bushes are comprehensive, active and developmental, leaving more independent space for teachers and children, thus further stimulating children's desire for exploration and knowledge. On the basis of learning the advanced educational concepts in the syllabus and being familiar with the series, we require teachers to formulate activities and objectives according to the new textbooks, which should be more suitable for children's situation and have certain flexibility, that is, "flexible plans". Then, relying on my own understanding of children, starting from children's previous life experiences, seasonal changes and educational resources in our district, a flexible theme network of teaching activities suitable for children's needs and interests is formed, giving children room for independent development. For the choice of content, we ask teachers not to copy the series, but to use it selectively and creatively. Teachers can also start from children's interests and dig out thematic courses from all aspects of children's lives. For example, after the tsunami in Indonesia, the teachers in our big class seized the hot spots that children paid attention to and produced teaching contents such as "Formation of Tsunami" and "Hot Spots Tracking". The teaching content from children's life arouses children's cognitive emotion, stimulates children's enthusiasm and desire for exploration, and further cultivates children's feelings of caring for life. And actively tap diversified educational resources and carry out colorful parent activities, such as: letting parents and children go for a spring outing together; Play games with children; Discuss the theme with your child and * * * find information; Celebrate "June 1" with children and work hard for their growth.
With the implementation and use of the series, teachers gradually set up a new concept of "children-oriented development", and do not appear as organizers or leaders of activities, and do not impose their own ideas and wishes on children. Do the following in all activities:
1. Learn to understand children and actively support their independent activities.
The Outline emphasizes the game as the basic activity, attaches importance to children's interests and needs, and enables children to have a realistic and happy life. For example, there is a game "net fish" in the small class, which children like very much. One of the links is catching small fish. Whenever the "fisherman" comes, the little fish always runs away screaming. But once, when the fisherman came with a fishing net, two small fish stood motionless, smiled at the fisherman and said, "Come and catch me." The unexpected reaction kept the fisherman there. At this time, our teacher didn't reprimand loudly for not obeying the rules of the game, but inspired the child to continue the game with a child's mentality and said, "There are two big fish, why don't you catch them quickly?" After catching it, the teacher said, "What if I catch the fish?" "Scrape off the scales and burn them" cried the children excitedly. So the children started the game of cooking fish again. In the activity, teachers can not only adjust the scheduled plan in time to meet the current needs of children, but also actively participate in the generation activities of children, which not only embodies the equal relationship between teachers and children, but also highlights the teachers' active guidance and support for children.
2. Pay attention to individual differences and promote the personality development of each child.
There are individual differences in children's development. These two small fish who are not afraid of being caught get a happy and satisfying emotional experience in the game. In this state, children's accumulated perceptual experience can be used to stimulate their positive mentality, mobilize the original knowledge and experience to try to solve new problems, and make positive emotions and attitudes become the internal driving force for the sustainable development of personality. This can not only meet children's cognitive and play needs, but also ensure that children have appropriate time for independent choice and free activities, encourage children to try "out of thin air" innovation and look forward to "whimsical" creation. As long as the child's personality can grow healthily, the teacher will give positive encouragement.
3. Be able to grasp the "hot spots" that children pay attention to and promote their "autonomous learning"
The teaching content triggered by children's concerns can better reflect children's life experience, and children will show a strong desire to explore and learn independently, which is conducive to the cultivation of children's autonomous learning ability and also reflects the achievements of teachers' understanding and research on children.
One day, in a table game, Hua Chunping, a child from Class 2, Grade 2, made an airplane out of discarded wooden clips (small darts with tails missing from sports toys). The plane attracted the attention of many children in the class, and everyone was talking around the plane. After lunch, the children's interest in exploration remained undiminished. The next day, Teacher Du prepared various clips for the children. Now the children's coke is broken. They looked, thought and did. Teachers observe and understand children as companions and participants in children's activities, and organize children to discuss, exchange and share their knowledge and experience at an appropriate time. In this process of self-learning, children not only have the opportunity to experience and explore, but also will not lose confidence because of failed attempts. They not only master certain skills, but also learn how to acquire knowledge.
Third, give play to the role of the environment.
The environment not only exerts a subtle influence on children, but also is one of the means to germinate innovative thinking and implement quality education. According to the spirit of the Outline, "kindergartens should provide healthy and rich living and activity environments for children, meet their various development needs, and make them gain experiences beneficial to their physical and mental development in a happy childhood", so that children can gain beneficial experiences and develop in the interaction with the environment. On the one hand, it pays attention to the creation of material environment, and in the creation of environment, it pays attention to the adjustment of environment with the development of children and the change of educational goals; In the creation of the environment, we should consider the needs of children and attach importance to their active participation. Although our kindergarten is temporarily in the primary school stage, which is limited by many objective conditions, our teachers can still actively use their brains, carefully design, skillfully arrange and use every space and corner in the classroom to create an educational environment. In every space and corner of the corridor and activity room of the park, there are works designed and arranged by children, and children get a pleasant emotional and physical and mental development experience in the process of participation. The reading corner, weather corner, music corner, science corner, snack shop, doll house and so on set in the activity room make children's daily activities colorful. In the game area, the use of many waste materials provides children with opportunities to express, create, play their talents and imitate life. In these small spaces, children are free. They are playing middle school and learning, fully enjoying the fun of discovery, improving their observation and imagination, stimulating their thirst for knowledge and laying a good foundation for the development of innovative thinking. On the other hand, we also attach importance to creating a healthy psychological environment for children. In addition to creating a beautiful material environment, we also attach great importance to creating a healthy, equal and harmonious environment for teachers and children. Teachers can love, respect and appreciate every child and treat every child equally and tolerably. Can become a child's partner, stand in the child's position, actively encourage children, and strive to make children become confident, lively, healthy and happy children. In a harmonious and rich environment, children's knowledge and experience have been enriched and their body and mind have developed healthily.
Fourth, the problems to be solved urgently.
1. How to better handle the relationship between preset and generation?
Collective teaching is often preset by teachers, so what should teachers do when there are problems in the specific implementation process? Negative inhibition, neglect or attention to generation is the key to reflect teachers' views on children, curriculum and teaching tact, and it is also the time to decide whether teachers can handle presupposition and generation behavior strategies well. The "organization and implementation" part of the syllabus points out: "Pay attention to children's performance and reaction in activities, be sensitive to their needs, make timely and appropriate responses, and form cooperative inquiry-based teacher-student interaction". How should teachers seize the opportunity in education, deal with the relationship between presupposition and generation, use teaching tact to generate in presupposition, and make up for the lack of goals in generation? For example, when the teacher led the children to jump over the ditch and the river, the children were too excited to jump in one direction according to the teacher's request, which made the activity scene a little chaotic. At this time, the teacher can grasp the children's problems and temporarily produce safety education and rule education, and guide the children to discuss how rabbits should cross the river and ditch in a natural atmosphere so as not to be in danger.
Of course, teaching tact is a manifestation of teachers' creative work, which is difficult to achieve overnight. This requires teachers to have a sense of generation at ordinary times, to look at all directions and listen to all directions in activities, to form a good habit of paying full attention to children, to cultivate their own generation wisdom, and to accurately handle the relationship between presupposition and generation.
2. How to truly "people-oriented"
The role of teachers is to "do it for children", not "do it for children". The "Outline" clearly points out that "respect for children's personality and rights, respect for children's physical and mental development laws and learning characteristics ... promote the personality development of each child." In the process of teaching, even if a lot of preparations are made for children's learning in advance, if teachers turn a blind eye to children's different performances, it will never be regarded as "people-oriented".
The spirit of curriculum reform embodies the important idea of "laying the foundation for children's lifelong development". Under the guidance of this concept, teachers' educational concept has changed obviously. The series of books has built a bridge between the new educational concept and educational practice. However, it cannot directly provide teachers with operational skills. In the process of transformation, we need to further strengthen our understanding and understanding of the sequence of numbers on the cognitive level, and more importantly, we need to understand and comprehend the strategies and wisdom used in the practice of a certain concept on the operational level, so as to promote the better development of every child.
3. How to get active support and help from parents
Mr. Chen Heqin once said: "Naive education is a very complicated matter, which cannot be completed by a kindergarten or a family on the one hand. Only when the two sides cooperate can they give full play to their role. " The "Outline" also puts forward that "the family is an important partner of kindergartens, and should strive for the understanding, support and active participation of parents on the principle of respect and equal cooperation, and actively support and help parents improve their educational ability. "This requires that on the one hand, parents should know all aspects of their children's life in kindergartens, deeply understand the educational methods and concepts of children and parents, gain parents' understanding and respect, and guide parents' parenting methods and kindergarten cooperation methods. On the other hand, our kindergarten can't just stay and meet the needs of creating a good educational environment in the park, but should make full use of family resources, create a good environment for children outside the kindergarten, expand the space for children to live and study, actively develop and utilize parents' educational resources, seriously consider parents' educational suggestions, invite parents to participate in kindergarten education activities, and make families truly become kindergarten education partners.