On Social Education in Kindergartens —— Target Design of Social Education Activities in Kindergartens
At present, the prominent problem of social education in kindergartens is that teachers can't grasp the activity objectives well when designing educational activities, which affects the choice of educational content and the organization of educational activities, and ultimately leads to poor social education activities. The goal of social education in kindergarten is to promote the development of children's personality, especially social development. When designing the goals of social education activities, teachers should pay attention to the organic combination of social cognition, social emotion and social behavior, dig deep into the content of social education and consider the age characteristics of children, so as to grasp the difficulties and difficulties of educational activities and determine the appropriate goals.
Keywords kindergarten; Social education; Target design; Character; sociality
China Library Classification. G6 12 id number a1004-4604 (2010) 06-0026-04
The author recently observed some social education activities in kindergartens, and found that there are two main problems when teachers organize social education activities. First, teachers know that they are preparing for a social education activity when preparing activities, but whether they are compiling teaching plans or actually organizing educational activities, they often turn social education activities into activities in other fields, such as language, science and art; Second, the goal design of social education activities is vague or not specific enough, which leads to the design and organization of specific educational activities can not be carried out around the goal, and educational activities can not achieve the expected results. The reason is that many teachers don't know the goal of social education clearly, and they encounter difficulties in designing the goal, which makes social education activities get twice the result with half the effort. Therefore, the author thinks it is necessary for teachers to deeply understand the goal of social education in kindergartens, so as to improve the quality of social education.
First, the interpretation of social education goals
1. Promote the healthy development of children's personality
200 1 promulgated the "Guiding Outline of Kindergarten Education (Trial)" (hereinafter referred to as the "Outline") is the guiding document of kindergarten education. The provisions of the "Outline" on social education goals include being able to actively participate in various activities and having self-confidence; Be willing to associate with others, learn to help, cooperate and share with each other, and be compassionate; Understand and abide by the basic social behavior rules in daily life; Can work hard to do what you can, not afraid of difficulties, and have a preliminary sense of responsibility; Love parents, elders, teachers, peers, collectives, hometown and motherland. [1] Five aspects cover the main contents of children's personality development. In other words, the purpose of social education in kindergartens is to promote the healthy development of children's personality.
Personality, also known as personality, refers to a person's overall mental outlook, that is, the sum of psychological characteristics with certain tendencies. [2] Early childhood is the period when personality begins to form. (3) The main sign of personality formation is the formation of wholeness, tendentiousness, stability, uniqueness and initiative of psychological activities. [4] Among them, the most obvious sign of children's personality formation is the growth of their psychological activity stability, that is, children show cross-time and cross-situation behavioral stability at different times, places and occasions. For example, research shows that the persistence characteristics of children aged 4-6 years have tended to be stable, and the independence characteristics of children aged 3-5 years are basically stable. [6] The Outline regards promoting the healthy development of children's personality as the fundamental goal of kindergarten social education, which not only conforms to the essential law of children's psychological development and education, but also grasps the essence of kindergarten education.
2. Promote children's social development.
Personality characteristics include two aspects, namely cognitive characteristics (intelligence factors) and social characteristics (non-intelligence factors). Sociality refers to all the characteristics of human social existence, that is, the typical behavior mode that conforms to social norms. [7] Social development mainly includes the development of self-awareness, peer communication, moral quality and emotion. By comparing the provisions of the "Outline" on social education goals, we can find that they have a strong correspondence. It can be seen that the goal of kindergarten social education is mainly determined around the social development of children, that is, the core goal of social education is to promote the social development of children.
Self-awareness refers to the subject's awareness of self, especially the awareness of the relationship between self and others. [8] Self-awareness plays a vital role in individual psychological development. Self is the core of the whole personality, and people's psychological activities are constructed by self. [9] Early childhood is an important period for the development of individual self-awareness, especially self-control, which has an important impact on the future development of individuals. Therefore, self-awareness education should become one of the important contents of social education in kindergartens.
Peer communication refers to the communication between children of the same or similar age. Peer communication is an important aspect and motive force of children's social development and plays a very important role in children's psychological development. Peer communication is one of the important topics in the research field of children's social development in recent years. Many scholars have deeply studied the social function of peer communication. Generally speaking, peer communication is not only the content of children's social development, but also an important way for children's social development. Children's peer communication types have shown obvious individual differences at the age of 5~6. Therefore, strengthening peer communication education can not only help children adapt to kindergarten life better, but also lay the foundation for their long-term development.
Morality is a code of conduct stipulated by society for its members. Specific implementation to the individual has become a personal moral quality. Childhood is an important period for the development of individual rule consciousness and behavior. Through social education, children can be helped to master the specific behavior norms of various living places, learn to adjust their behavior according to requirements, and develop good behavior habits. The cultivation of moral quality is one of the important tasks of social education, which has an important influence on whether children can adapt to society well.
Emotion is an important symbol of individual mental health and an important content of children's social development. Emotion plays a unique role in children's psychological development. For example, Chen believes that emotions directly guide the behavior of preschool children. [10] The outline also emphasizes that developing children's emotions is one of the goals of social education.
Second, the problems that should be paid attention to in the target design
1. Organic combination of social cognition, social emotion and social behavior
Children's social development is a process of organic unity of their social cognition, social emotion and social behavior development. Simply put, social cognition refers to children's cognition of interpersonal relationship and social environment, social emotion mainly refers to psychological experience caused by changes in others or environment, and social behavior refers to children's behavior in the social environment or in the process of interacting with others. It can be said that in the social development of young children, the three are indispensable. Teachers should consciously consider these three aspects when designing the goals of social education activities.
Emotion is the internal motive force of social behavior. In children's social development, the development of social emotion is the primary aspect. Emotion is more related to the satisfaction of children's social needs When children's social needs are met, children will have a positive inner experience; On the contrary, it will have a negative inner experience. For young children, emotion is always of great significance. Emotion is the internal motivation of children's behavior and can promote the development of children's behavior. Like in division? Respect others? In social education activities, teachers should first stimulate children's sympathy for others. Only when children have compassion will they take the initiative to help others.
Cognition is an important premise of social emotion. In the development of children's sociality, the development of social cognition is also very important. Social cognition directly affects social mood and social behavior. In kindergarten social education, social cognitive education mainly includes two aspects. One is social knowledge and experience, which is the traditional part of social common sense. In the practice of social education in kindergartens, teachers generally attach importance to social common sense education. The second is to recognize the psychological state of others, that is, we often say empathy, and learn to understand the problem from the perspective of others. At present, it is easy for teachers to ignore this aspect when carrying out social education activities. For example, social education activities in large classes? Give special love to special you? In the target design, teachers pay attention to let children know all kinds of signs of the disabled and know how to help them, but relatively neglect to let children learn to understand the special needs of the disabled and how to give corresponding help according to their special needs. Cognition of different needs of different people belongs to the category of social cognition.
The development of social behavior is the most direct manifestation of children's social development. In kindergarten social education, the cultivation of social behavior includes the study of behavioral skills and the cultivation of behavioral habits. Children have less social experience and do not know enough about some basic social life knowledge. Therefore, it is necessary to learn behavior skills. One of the tasks of social education in kindergartens is to let children learn how to do things and how to communicate with others. On the basis of learning social behavior skills, it is also important to develop good behavior habits.
It can be seen that teachers should consciously consider these three aspects when designing the goals of social education activities in kindergartens, so as to achieve the organic unity of social emotion, social cognition and social behavior.
2. Dig deeper into social education content.
When designing social education activities, teachers should pay attention to dig deep into the social education content and determine practical educational goals according to the educational content. Only in this way can we avoid turning social education activities into activities in other fields and make social education activities really promote children's social development.
The so-called deep excavation is to carefully analyze the content of education and think about how the essential goal of social education activities should be reflected. Social education activities in middle schools? Funny letter? For example. From the title alone, it is not obvious that this is a social education activity. However, actually a hilarious letter? It tells the story of two good friends, Lucy and Haha, writing letters to express their feelings after a period of separation. Therefore, the goal of social education activities should be to stimulate children's inner experience, guide children to feel others' feelings for themselves and learn to express their feelings for others. If teachers do not pay attention to the in-depth excavation of the story content, it is easy to waste this good story suitable for social education activities, making social education activities become language or art education activities unrelated to the social field.
What should teachers pay attention to when excavating the social education goals contained in educational content? Solve the problem? . So-called? Solve the problem? It is to analyze the related concepts and their essence involved in educational content, so as to determine the activity objectives. For example, designing social education activities for large classes? Cooperation? Teachers should first understand deeply? Cooperation? Meaning of. What is cooperation? In terms of the number of people, cooperation requires more than two people to participate. In terms of purpose, it is for the same purpose. In terms of content, it is difficult. Formally speaking, it is * * * to complete the task together. Therefore, teachers should be clear that the essence of cooperation lies in two or more people working together to solve difficult problems. What if the teacher doesn't understand? Solve the problem? , it is easy to lead to vague activity objectives. For example, children are prone to opinions and differences when they cooperate to complete tasks, so teachers can set the educational goal to let children learn to listen, express and negotiate when they cooperate with others. The goal of social education activities should be concrete and operable, so as to avoid the problem that the goal of activities is too abstract and empty to be implemented.
3. Consider the age characteristics of children.
Teachers should pay attention to the psychological development characteristics of children of different ages when designing the goals of social education activities. Many young teachers, due to their inexperience, don't know enough about children's age characteristics, the characteristics of children in this class and the individual differences of different children, which leads to improper goal design and low quality of social education activities.
Children of different ages have different levels of psychological development, so the goal design of social education should be different. Generally speaking, primary and secondary classes focus on emotional experience, supplemented by behavioral skills training and habit formation; Large classes pay attention to social experience and behavior habits, and at the same time pay attention to promoting children's social cognitive development. With social education activities? Give special love to special you? For example. Considering the age characteristics of children, the difficulty of middle class is to experience the emotions of the disabled, and the difficulty of large class should be to experience the difficulties and psychological needs of the disabled.
While paying attention to the universality of development, we should also pay attention to the individual education of children. Some children have formed the characteristics of wayward, timid, unsociable and poor self-care ability before entering kindergarten. Teachers should pay attention to correcting these children's problem behaviors in order to promote the healthy development of their personalities. Therefore, when designing the goals of social education activities, teachers should consciously take correcting individual children's problem behaviors as one of the key points of education.
In short, in order to make the goal of social education activities accurate, clear and operable, teachers are required to constantly improve their professional level, master the laws and characteristics of children's social development, master the age characteristics of children's psychological development, and understand the individual differences of different children. At the same time, dig deep into the connotation of educational content and clarify some basic concepts in the field of social education. Only by accurately grasping the objectives of social education activities can we choose appropriate contents and methods around the objectives and organize social education activities well.
References:
[1] Department of Basic Education, Ministry of Education. Interpretation of the Guiding Outline of Kindergarten Education (Trial) [M]. Nanjing: Jiangsu Education Press, 2002:32-33.
[2] Zhu Zhixian. Dictionary of psychology [M]. Beijing: Beijing Normal University Press, 1989:225.
[3] [4] [10] Chen. Preschool psychology [M]. Beijing: People's Education Press,1989: 370,370,312.
Chen. Preschool psychology [M]. Beijing: People's Education Press, 2003:338-343.
[6] Yang and Zou Xiaoyan. A study on the cross-situational stability of children aged 3-5? American independence. International Journal of Early Education, 2005,13 (2):171-178.
Zhang Wenxin. Social development of children [M]. Beijing: Beijing Normal University Press, 1999: 1.
Zhu Zhixian. Child psychology [M]. Beijing: People's Education Press,1993:183-184.
Xiaowen Li. Psychological exploration of students' self-development [M]. Beijing: Education Science Press, 200 1: 1.
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