Model essay on preschool education: the cultivation of teachers' morality and style for preschool education students in secondary vocational schools
& ampldquo To build a team of preschool teachers with noble morality, love for children, excellent professional skills and reasonable structure. & amprdquo is the development goal of the construction of preschool teachers in China at this stage. Among them, the construction of teachers' morality is the main task. Teachers' morality refers to the basic code of conduct for teachers to engage in educational activities, and it is a kind of professional conscious behavior of teachers. Only with good teachers' morality can education and teaching be carried out smoothly and students' healthy development be promoted. The core content of teachers' morality is&; Ldquo loves his post and is dedicated, teaching and educating people, and being a teacher. & amprdquo Therefore, in order to cultivate excellent pre-school education talents, secondary vocational teachers' colleges should establish and improve the teacher's ethics education system, cultivate students' good teacher's ethics, and lay a good foundation for pre-school education.
1 Establish a teacher's moral education system.
School is the place where preschool normal students live and study, and students can be influenced by material culture and spiritual culture at school. Therefore, we should establish a moral education system, establish students' moral goals, and let them receive good moral education. & amprdquo Normal students should have such lofty educational beliefs when they were students, and then actively practice them in their study and life. However, there will be some difficulties in practice. Therefore, we should take into account students' interests, hobbies, learning differences, grade differences and so on. When setting students' process objectives, then gradually establish implementation rules. Internalize the system of teachers' morality into students' action guide, so as to achieve the purpose of cultivating students' good teachers' morality and style. In the implementation of students' professional ethics goals, we require new students to sign the "Responsibility Letter for Teachers' Ethics Construction Goals" to make students clear what they should do in their thoughts and actions and make teachers' ethics construction more efficient; Let the senior students who are about to enter the park sign the Self-examination and Self-correction Form for the Construction of Teachers' Morality and Style, and let the students check whether their behaviors meet the requirements of teachers' morality according to their own conditions, so as to find out the gap and make up for their own shortcomings in teachers' morality and style. Therefore, the establishment of teachers' morality education system is to cultivate students' good morality and improve the moral education quality of pre-school normal students by setting short-term goals and long-term goals according to the requirements of teachers' professional ethics and combining with the reality of the school, and then allowing students to practice and reflect.
2. Effectively carry out moral education classes.
The main way of moral education for students is classroom teaching. The new curriculum reform emphasizes students' autonomous learning and returns the classroom to students. The same is true of moral education, which makes students become the masters of learning, thus improving the effectiveness of moral education and cultivating students' moral literacy. Therefore, in order to effectively carry out the moral education course for model students in preschool education, three efforts have been made. First, take &; Ldquo teachers' common sense. Develop school-based teaching materials. The biggest function of developing school-based textbooks is to make the curriculum more suitable for students' development from the actual situation of the school. The same is true of the moral education courses for normal students majoring in preschool education. According to the connotation of teachers' morality, we should combine preschool education with vocational education, tap the efficiency of moral education, compile school-based courses and improve the effectiveness of moral education classes. Secondly, innovate the moral education classroom. & ampldquo Teachers' common sense. It is a public course based on theory. Teachers often adopt the method of lecturing, while students just attend classes, lacking actual cases, and students are not interested in learning. And moral knowledge is not only to know what is going on, but also to integrate knowledge with practice. Therefore, teachers can't just teach the teaching content. Only through their own life practice can students understand the meaning of teachers' moral requirements and put them into practice. For example, in moral education class, teachers should sort out relevant cases in advance according to theoretical knowledge, so as to facilitate their integration into classroom teaching, and at the same time require students to understand the theoretical knowledge of teachers' morality according to their own personal practice. Then, improve the evaluation formula. In the past, the exams in moral education were mainly paper exams. Although this method can examine students' basic knowledge of this course, paper examination can not reasonably evaluate students' academic performance. Therefore, we comprehensively evaluate students' moral literacy according to their attendance, classroom performance and other people's evaluation, as well as the performance of moral education activities that have been carried out. Adopting flexible, scientific and systematic evaluation methods can encourage students to accumulate their own moral literacy in life, thus improving their moral cultivation. Finally, it is suggested to set up a special professional ethics course. Many schools have carried out teachers' morality courses, which are based on teachers' common sense courses. Because the scope of professional ethics is relatively wide, we should grasp the current main problems and carry out practical courses. In addition to the common sense of professional ethics, professional ethics should also educate students about their careers, which is also the most important thing in the cultivation of students' professional ethics. Students should know themselves and their majors before they can move towards their goals. In the course, the author lets students know that workers should have certain qualities, how to apply for a job and how to develop their career. These are all related to professional ethics and people &; Ldquo three views &; rdquo； Education should permeate all aspects and cultivate students' moral cultivation through different courses and channels.
3 improve the overall quality of teachers
Teachers are role models for students, and their words and deeds affect the development of students. It can be said that the good quality of teachers is the premise of students' moral education. But this is not limited to a teacher, but a group of teachers. We should set a good example for students and give full play to positive energy. Therefore, students' moral education needs the joint efforts of school teachers. We can do two things: first, to improve teachers' professional ethics, to influence students by teachers and set an example is more effective than preaching, to influence students' thoughts and consciousness by osmosis, and to combine teachers' professional ethics education in classroom teaching, so that students can feel the same way, so as to understand the ideas and concepts of professional ethics methods. Secondly, create a good moral education environment for students. Schools can invite experts in early childhood education to hold lectures, competitions, community activities, etc., and integrate the theoretical knowledge of teachers' morality so that students can understand and digest this knowledge. Teachers influence students with their own words and deeds, and schools infiltrate students with moral education through various channels, so that students can unconsciously form teachers' professional ethics and implement the construction of teachers' ethics.
4. Standardize students' internship education.
Normal schools in secondary vocational schools generally require students majoring in preschool education to leave school in the last semester and go to kindergartens for probation, which is also an important stage for normal schools to participate in children's practical education. They can combine their theoretical knowledge with educational practice, thus enriching their teaching experience. However, some secondary vocational schools do not pay enough attention to it, and often require graduates to find their own probation units. This is not conducive to the development of normal students, because they only have theoretical knowledge, but in concrete practice, they still need teachers' real-time guidance to find problems and correct them in time, so as to help normal students enter the role of kindergarten teachers as soon as possible. Therefore, schools should standardize students' probation education, contact competent kindergartens, arrange probation instructors, and clarify probation regulations. When interns find problems with normal students, they should correct and educate them in time. For example, normal students have no love for children, and it is against teachers' morality to punish children physically. In addition to timely education, the instructor will give truthful feedback to the school, and the school will identify the graduation of students. Standardizing the trainee regulations of normal students is the last warning and protection for graduates who are about to take up their jobs, hoping to guide them how to do their jobs well, remember the teachers' morality, teach and educate people, and be a teacher by example. In short, teachers' professional ethics is the display of teachers' professional ethics and style. Preschool normal students are the future preschool teachers. Only with noble professional ethics and style can they be worthy of such a career as teachers. Teachers' words and deeds affect early childhood education, and children have a natural ability to imitate. Therefore, it is necessary to strengthen the cultivation of teachers' moral literacy in the future, which is related to the healthy development of early childhood education. Due to the complexity of the current society, various incidents occur from time to time, which fully reflects the importance of building teachers' morality and style in preschool education and the urgency of cultivating preschool teachers with both ability and political integrity.
Author: Shen Yingping Unit: junior middle school of Fangchenggang Vocational and Technical School
References:
[1] Zhang Jun, Li Jing, Zhang Fen. Ways and measures to cultivate teachers' morality in preschool education &; Mdash& ampmdash Take Guangxi College of Preschool Education as an example [J]. Science and education literature (next issue) 20 15, (5):43-44.
[2] Zhang Hui. Research and Exploration on Teachers' Moral Education of Preschool Education Major in Secondary Vocational Schools &; Mdash& ampmdash Take shangrao normal schools as an example [J]. Academy, 20 15, (14):158-159.
Fan Wener on Preschool Education "Problems and Challenges of Preschool Education Management System in China"
Abstract: China's educational management system is the core and foundation of education. Preschool education management system plays an active role in education, guidance and promotion. With people paying more and more attention to education, the focus of China's education management system is to improve the preschool education management system day by day. However, there are still many serious problems in China's education management system. Therefore, this paper will explain the problems existing in the current preschool education management system in China, and put forward specific improvement methods in the future development process, with a view to improving the current situation of preschool education in China.
Keywords: preschool education; Management system; Problems; challenge
Nowadays, people pay more and more attention to preschool education, which is also the central link of China's education management system. Parents pay more attention to their children's growth, so preschool education is very important.
First, preschool education management system to deal with the problem
1) Some pre-school education institutions are unclear. In our country, the establishment of school management system is not very clear, and the standards of institution setting are not accurate. In some institutions, there are a large number of people and the nature of the establishment. The situation of some institutions is not very detailed, so the school education institutions established in China are very random. Because the economic situation in each region is different, there is a great conflict in institutional setup and personnel. The establishment of an unreasonable education management system will seriously hinder the development of preschool education [65438+] 2) The role of the government-led preschool education system is unclear. Since the current economic system in China has changed from a planned economy to a market economy, preschool education in China has received unprecedented attention. In recent years, our government's idea of running a school can't fully meet the development needs of today's society, and the pre-school education management system has appeared unprecedented marketization. Because the current educational management system in China is very imperfect, the current educational cause is also declining, so how to develop educational cause in this economic state needs strong guidance from our government. 20 10 China issued "Several Opinions on the Current Development of Preschool Education", which accurately pointed out the preschool education guided by the government. However, it is still unclear how to use the government to guide the reform of the preschool education system. 3) The legal supervision mechanism is not complete. At present, China's regulatory agencies are not very comprehensive, especially the supervision of the quality of preschool education. Some provinces in China have clearly formulated some corresponding classification of public kindergartens, and also have very strict supervision mechanisms. However, these measures are only aimed at kindergartens established in some countries. For most private schools, these supervision institutions have not been fully implemented, and the implementation supervision system is not perfect. In this process, we can see that the management system of preschool education in China lacks legal supervision and control. These aspects are mainly manifested in the incomplete supervision of pre-school management education, some standards of supervision are not formulated according to the actual situation of each school, and the supervision mechanism is not perfect. However, judging from the current situation of the development of preschool education management system, the supervision institutions and legal effects of preschool students established by the state are constantly improving, while the number of private kindergartens is expanding, and the supervision scope of these schools is also expanding. With the establishment of more and more kindergartens, there are more and more loopholes in legal supervision. Therefore, in the management system of preschool education in China, the law should increase management measures and implement effective supervision means.
Second, China's preschool education management measures
(1) solution
As China's legal system is not perfect in the preschool education system, it is necessary to improve legal supervision to strengthen the preschool education management system. Protecting and promoting the development of preschool education in China through legislation is the core content of our government. Using legal methods to help our preschool education management system can solve many problems in our preschool education. However, the effect of taking some measures to develop preschool education in some areas is not obvious. The main reason is that the effectiveness of law in the pre-school education management system is still very lacking. Therefore, to manage the pre-school education management system well, we must formulate a sound legal system, and we must also know the responsibilities and responsibilities of the government and the management plans of relevant departments. Facing the management system of preschool education in China, China should increase financial resources to reach the peak of improving education level. The key to the management system of preschool education is to require the government to play a leading role, constantly improve and develop relevant legal systems, and set appropriate personnel requirements and institutional allocation requirements according to the situation. These requirements are the key to the development of preschool education system management. However, in the actual management operation, the funds invested by our government are also crucial. Although China has spent a lot of money on education, more money is needed, but in the process of building education, funds and funds have obviously become insufficient. There is a saying that the economic base determines the superstructure. Only by investing enough expenses in the management system of preschool education in China can the development system of preschool education in China have sufficient material motivation. Only by strengthening the management of preschool education system can the development level of the whole education department be improved [2].
(B) the status of education development in China.
Since the founding of New China, China has paid more and more attention to the development of education, and with the continuous development of China's economic level, China has also introduced many new policies on education. These policies should be fully implemented throughout the country, from urban to rural areas. To continuously improve education in China, we must start from the root cause, that is, we should start with a good education management system from kindergarten, and constantly improve the development space of kindergartens and improve the quality of preschool education is the primary task. There are many political and economic factors in China's educational management system. The improvement of China's economic level comes from the continuous development of more excellent countries and has achieved excellent results. In this way, the growth of China's economic level depends on all-round development, including the development of economy, politics, culture, politics and education. Although the current level of economic growth in China has generally improved, there are still a large number of people who can't afford to go to kindergarten because of poverty, resulting in many children not being able to go to kindergarten, which has delayed their own development. Moreover, the tuition fees of some kindergartens are much more expensive than those of other kindergartens, all because the legal system is not perfect, and some "black-hearted" campuses have replaced some advantages of many regular schools, which require the supervision of our country and the strong guidance of the government.
Third, the conclusion
To develop China's education system, it is necessary to continuously improve the level of China's economic development and require the government to play a leading role in preschool education. China should constantly innovate the educational management system, constantly improve the government's educational institutions, and change the single teaching mode. This is not only the development goal of China's education management system, but also the responsibility of the government and the result of the efforts of our people. It is necessary to continuously strengthen the management of preschool education, so that children can have a good learning and development environment from an early age, thus promoting their healthy growth in the future.
Author: Wang Unique Unit: Shenyang Normal University
References:
[1] Wang Xiaobo. Analysis and reflection on the main problems and solutions of preschool education management system in contemporary China [J], Young Writers, 20 13.
[2] Wang Youjuan. Problems and challenges of preschool education management system in China [J], Education, 2015,07.
The third part of the pre-school education model paper is "the possibility and path choice of implementing free pre-school education"
Abstract: With the continuous development of our society and the increasing improvement of economic level, relevant departments pay more and more attention to education. Educational equity and building a harmonious society have also become the background of the times, and preschool education has attracted more and more attention from the society. This paper analyzes from many aspects and expounds the feasibility and path choice of implementing free preschool education in China.
Keywords: preschool education; Free education; Feasibility; path
With the continuous development of society, a harmonious society has become the premise and background of social development. A few years ago, we advocated the policy of preschool education & out, and some scholars put forward measures to implement free preschool education, and suggested &; Ldquo In places with mature economic and educational conditions, cities or regions with wide coverage of nine-year compulsory education can be used as the pilot of free preschool education, and then gradually promoted. & amprdquo
1. The importance of preschool education
Preschool education is very important and an indispensable part of basic education. It is the cornerstone of the whole education and has a comprehensive and leading role. At the same time, preschool education is the starting point of life education, and the cultivation of good habits begins from this stage. In the long run, the social and economic benefits brought by preschool education are immeasurable. In the whole education process, preschool education has relatively high economic feedback and immeasurable social benefits, which is of great significance in the whole education.
2. Analysis of the current free preschool education policy
2. 1 Individual contributions and government investment
Free education is related to two issues, one is personal payment, and the other is the funds of educational institutions. The relationship between the two is that if family contributions are to be reduced or exempted, education funds must be supported, and the central issue is the funding problem. Therefore, this involves many problems. Who is the target of free preschool education, what is the charge, how much is it, who will support these funds and how much will be invested. The implementation of free preschool education needs scientific, reasonable and clear policy design to solve the above problems.
2.2 the choice of free preschool education groups
The premise and foundation of formulating free preschool education policy is to first determine the objects and basic principles of enjoying free preschool education. The problems involved in the free implementation of preschool education include the scope of funding objects and funding input, which embodies a specific social value orientation. Regarding the choice of free groups, there are two existing policies: one is to include all kindergarten children, provided that enrolled, registered and legal kindergarten children have the right to receive free education. This policy can be understood as that no matter whether the household registration is local, whether it is urban or rural, whether it is public kindergarten or private kindergarten, no matter what the family economic conditions are, as long as they are school-age children aged 3-6, they can enjoy free preschool education. This free preschool education system is equal regardless of household registration, kindergarten system for children and family economic level, and there is no difference. It embodies the principle of equality of free preschool education, and fully embodies its public and public welfare attributes. However, this system involves a wide range and the cost is relatively high. Second, give priority to specific groups. Even if there are restrictions on the location of household registration and the age of school-age children, there are no restrictions on the kindergarten system they attend, such as Changzhi County, Shanxi Province. There are also restrictions on the location of household registration, the kindergarten system and the age of children, such as the system of free preschool education in Hekou District, Dongying City, Shandong Province. It is not difficult to see that some local policies treat the principle of free preschool education differently. Provisions are made on household registration, urban and rural areas, the nature of kindergartens, and the age of preschool children. Some of the conditions in the regulations are one, and some are multiple. School-age children can enjoy free preschool education according to their standards. This system not only reduces the free scale, but also reduces the input cost in this respect. If the free resources are limited, the key to affect the policy implementation effect and social equity is which groups enjoy free preschool education. In terms of resource allocation, if the disadvantaged groups are not compensated for free preschool education, the status difference of children may be aggravated.
3. Possibility analysis of implementing free preschool education
3. 1 financial education expenditure ratio
In recent years, the proportion of China's economic investment in education has been increasing, which is increasing every year compared with previous years. According to statistics of relevant departments, China's education investment was 1450074 billion yuan in 2008 and1650275438+0 billion yuan in 2009. It is not difficult to calculate that education in China has increased by 1386438+0% in two years. 20 10 education expenditure195610.85 billion yuan, an increase of 18.54% over 2009. In 2006, the per capita investment in education in China was US$ 42, US$ 24 more than that in India, while that in Russia was US$ 267, equivalent to 6.4 times that in China. The per capita expenditure on education in the United States is $2,684, 63.9 times higher than that in China. If the population is included, compared with the per capita GDP, the per capita public education expenditure in China is only 0.82% of the per capita GDP income, 0.92% in India, 1.87% in Russia and 2.29% in Brazil. Therefore, China's education investment is different from other countries. However, it can be seen that in the future social development, China's investment in education has a great extension in the proportion of GDP.
3.2 pre-school education funding allocation
At present, the proportion of preschool education funds in China has been between 1.2%- 1.7%, which shows that the proportion of preschool education funds in China is very small, far less than other education. According to statistics, in 20 1 1 year, the proportion of all kinds of education funds in the total financial education funds in China was 20.2 1%, other education funds were 15.95%, and preschool education funds were 1.67%. It is not difficult to see from these figures that the proportion of preschool education funds is very small, which is less than110 compared with universities and other education. In 2005, the United States invested 5.8% in preschool education, Sweden 8.5%, the Netherlands 7.3%, Hungary 15.3% and Spain 13. 1%. From this set of figures, we can easily draw that compared with developed countries, China's investment in preschool education is far less than those of these countries. Through the above comparison, it can be clearly seen that the investment in preschool education is low, while the investment in higher education and other education is high, which shows that there is still a lot of room for improvement in the distribution ratio of educational investment and the proportion of preschool education funds, which also provides a certain possibility for the implementation of free preschool education in China.
4. The implementation path of free preschool education
4. 1 Gradually implement according to age, group and project.
The implementation of free pre-school education system should be reasonable in design path, and should be gradually realized according to different ages, groups and projects. Free preschool education cannot be achieved overnight, and its implementation needs certain conditions. First, we must have strong financial resources; Second, it requires a lot of manpower; Third, we must have strong material resources. Without the support of these conditions, free preschool education may be difficult to implement. Free pre-school education should be fully implemented, and it can only be realized when the social economy develops to a certain level. Some countries have implemented free preschool education. Throughout these countries, we can find that most of them provide free preschool education for one year first, and then gradually increase the age range. Let the disadvantaged groups enjoy free education first, then gradually expand it, and finally exempt all the expenses of pre-school textbooks. In fact, the process of implementing free preschool education should be orderly, and the categories of free preschool education should be continuously increased, so that the number of people enjoying free preschool education will increase from less to more, and then expand in a small scope; In the public * * * financial input, its strength is also increasing bit by bit, making its development process from point to surface, from local to whole. According to China's actual economic level and social development, combined with China's child population base, it is not appropriate to comprehensively promote free preschool education, but to adjust measures to local conditions, follow the law, and gradually expand by age, group and project. Where conditions permit, we should take this as a starting point and let rural school-age children enjoy this treatment first. When it is extended to cities, preschool education will be free for one year at first, and then it will be gradually expanded, exempting all children from all expenses of preschool education. This is a feasible path.
4.2 Scientific and reasonable funding
Free pre-school education is based on national economic investment and guaranteed by a scientific and reasonable system. In the existing free preschool education, most of them are county-level financial investment. Due to insufficient financial investment and imperfect policies, children of floating population are not accepted. These difficulties all stem from the state's insufficient investment in education funds. Children's development and preschool education have rules to follow. In the setting of funds guarantee mechanism, we should follow the law, improve the quality of education, and invest according to the standards of kindergarten class size, environment setting, equipment and materials, and teachers' equipment to meet the basic needs of normal teaching in kindergartens. At the same time, it is necessary to scientifically formulate preschool education standards to ensure the quality of teaching and provide scientific basis for the government to invest in standards.
5. Conclusion
To sum up, it is not easy to implement free preschool education. According to the level of China's economic and social development, on the basis of establishing a scientific and reasonable economic mechanism, we will gradually expand the promotion according to local conditions, age, group and project. First, special groups that have been implemented for one year will enjoy free preschool education, and then all school-age children will enjoy free preschool education. From the implementation of free education for one year, and then gradually increase the number of years, until all preschool education is free, that is, from & year; Ldquo point & rdquo； to & amp； ldquo； Face & rdquo free preschool education will be gradually promoted and expanded.
Author: Li Mengyuan Unit: Suihua College of Education.
References:
Pan Yuejuan, Yang Yi, Liu Min. Possibility and path choice of implementing free preschool education [J]. Journal of Education, 20 14, 10 (3): 89 ~ 93.
[2], Cai,. Feasibility analysis of implementing free preschool education [J]. Time Finance, 20 13, (4): 211~ 217.
[3] Pan Yuejuan, Yang Yi,. Investigation and reflection on the implementation of free preschool education in rural areas of China [J]. Education Academic Monthly, 20 15, (7): 57 ~ 63.
[4] But Liu Song. Challenges, Opportunities and Strategies of Rural Preschool Education [J]. Continuing Education Research, 20 10, (3): 5 1 ~ 53.
[5] Zhang Hong and Wang Yanxia. from &； Ldquo Ningshan Model &; Rdquo See the feasibility of free basic education [J]. Teaching and management, 20 13, (2): 3 ~ 5.
Pre-school education demonstration paper recommendation;
1. Professional Papers on Preschool Education
2. Pre-school education professional graduation thesis model essay
3. Model essay on preschool education
4. Model essay on graduation thesis of RTVU preschool education major
5. Pre-school education undergraduate thesis model essay
6. Model essay on early childhood education
7. Pre-school education graduation thesis opening report model essay
8. Pre-school education professional thesis opening report