As a compulsory course of preschool education, preschool hygiene should aim at students' mastering the corresponding knowledge and skills of nursing education. In view of the problems existing in the traditional teaching of this course, the reform and exploration have been carried out from the aspects of teaching content, teaching methods and assessment methods, and certain results have been achieved. I hope to get guidance and help while sharing with my peers.

[Keywords:] curriculum reform; Pre-school health; Exploration of reform

First, the contents and objectives of the course "Pre-school Hygiene"

Pre-school hygiene is a compulsory course for pre-school education majors, and its basic theory and practical knowledge are closely related to the needs of kindergarten work. The teaching goal of this course is to enable students to establish a correct concept of health, be familiar with the anatomical and physiological characteristics and physical development laws of preschool children, master the basic knowledge of preschool children's health care, such as nutrition, mental health, prevention and treatment of common diseases, first aid measures, etc., and use corresponding knowledge in kindergarten teaching activities to solve kindergarten health care problems and promote children's health. Its important contents and teaching objectives are: (1) anatomical and physiological characteristics of preschool children and health care 1. Understand the basic structure of the human body; 2. Master the composition and physiological characteristics of preschool children's various systems and organs (nervous system, sensory organs, motor system, circulatory system, respiratory system, digestive system, urinary system, skin, endocrine system and reproductive system); 3. Master the health care measures of various systems and organs of preschool children, and take effective measures to carry out physical health care and health care for children in the process of child care. (2) Nutrition and Hygiene of Preschool Children 1. Understand the important value of various nutrients and heat energy to the growth and development of preschool children, and master the reasonable dietary requirements of preschool children; 2. Understand the specific contents and requirements of kindergarten dietary nutrition management and food hygiene management; 3. Be able to make a reasonable diet according to the growth and development needs of preschool children and promote the healthy growth of children. (3) Hygiene of kindergarten education activities 1. Understand the system of one-day life in kindergarten and be familiar with the hygiene requirements of one-day life; 2. Understand the contents of daily life care in kindergartens, master the hygiene requirements and methods of daily life care, and be able to do a good job in daily life care in kindergartens; 3. Understand the contents of children's learning and education activities and master the corresponding health care requirements and methods, so as to do a good job in the health care of children's learning and education activities. (4) Prevention and first aid of accidents in preschool children 1. Understand the connotation of safety education and the significance, content, methods and ways of safety education for preschool children; 2. Understand the safety requirements of kindergartens, and master the first-aid principles and several important first-aid methods of preschool children's accidents; 3. It can prevent common accidents in kindergarten work and give first aid to the accidents. (5) prevention and treatment of common diseases and infectious diseases in preschool children 1. Understand the basic knowledge of diseases, be able to judge whether they are sick or not according to the performance of preschool children, and master basic disease nursing skills; 2. Understand the types of common infectious diseases of preschool children, be familiar with the general characteristics, causes and symptoms of common infectious diseases of preschool children, master the prevention and nursing methods of common infectious diseases, and be able to identify infectious diseases in kindergarten education activities and carry out effective prevention and treatment; 3. Understand the types and characteristics of common diseases of preschool children, be familiar with the causes and symptoms of common diseases, master the prevention and health care of common diseases of preschool children, and be able to do a good job in disease prevention and health care in kindergarten education activities. (6) Mental health of preschool children 1. Understand the importance of preschool children's mental health and the factors affecting their mental health; 2. Understand the contents of preschool children's mental health work; 3. Understand the common psychological problems of preschool children and master the corresponding preventive measures. (seven) the physical hygiene of preschool education institutions 1. Understand the importance and function of health in preschool education institutions; 2. Understand the sanitary requirements such as the location, land use and general layout of kindergartens, master the sanitary requirements of kindergartens, and do a good job in the sanitary work of kindergartens; 3. Understand and master the hygiene requirements of commonly used equipment and appliances in preschool education institutions, and do the corresponding hygiene work in strict accordance with the requirements in the process of preparing and organizing kindergarten activities.

Second, analyze the problems existing in the traditional teaching of this course.

In order to achieve the overall teaching goal of this course and the small goals of each chapter, the appropriate course teaching mode is undoubtedly a powerful carrier. However, in the traditional implementation of this course, there are the following problems: (1) The teaching method of this course is backward, and the teaching means is single, focusing on centralized teaching, with teachers speaking and students listening. Students are in a passive position and are regarded as the object of knowledge infusion. Over time, students' enthusiasm for class decreased obviously, and the rate of truancy increased. Even when I come to class, I often chat, play with my mobile phone and sleep. This is not conducive to the realization of teaching objectives, nor to the cultivation of students' innovative consciousness and practical ability. (B) the course assessment method is single, and the final exam accounts for a large proportion, which leads to the phenomenon that students "don't study hard at ordinary times and cram for the Buddha's feet temporarily". Some students usually don't attend classes, but they can get grades as long as they make up lessons at the end of the term. On the contrary, some students who usually work hard do not do well in the final exam. This is not conducive to students' enthusiasm and initiative, and it also makes the assessment based on test scores lose fairness. In addition, in the assessment process, emphasis is placed on the assessment of theoretical knowledge and less attention is paid to students' practical ability.

Thirdly, the key problems that the curriculum reform tries to solve.

In order to change the problems existing in traditional teaching, I try to innovate teaching methods, reform teaching content, build a multi-dimensional evaluation system, and strive to form a distinctive preschool health teaching model. The key problems to be solved in the curriculum reform of pre-school hygiene are: (1) improving students' enthusiasm in class and reducing students' truancy, playing mobile phones, talking and sleeping. (2) Through teachers' concentrated theoretical explanation, special practice reports of kindergarten teachers, students' knowledge reports and situational deduction of study groups, the situation of kindergarten-related education security is truly presented to students from multiple angles and in all directions, so that students can truly understand and master what they have learned and reduce the phenomenon of "sandwich students" in the learning process. (3) Change the traditional phenomenon of "teachers are active and students are passive", so that both students and teachers can find their proper position in classroom teaching and reflect their due ability and value.

Fourthly, the specific content of curriculum reform.

The contents of this teaching reform mainly focus on the following three aspects: the reform of teaching content, the reform of teaching methods and the reform of assessment methods. (1) Reform the teaching content "Pre-school Hygiene" contains many contents and covers a wide range. If all aspects are "comprehensive" in a limited semester, it is easy to have problems of "grasping the eyebrows and beards" and "being greedy without making progress". Only in this way can we accurately grasp the core content of the course and truly realize the fit between what students have learned and what kindergartens need. In the actual course implementation, I have taken the following measures: based on the teaching syllabus of Preschool Hygiene, through interviews with kindergarten experts, especially front-line teachers, I understand the relevant knowledge and skills that teachers urgently need in kindergarten teaching practice, organize and integrate the course content, and strive to be "focused and clear-cut". For example, the fourth chapter "the health care system of kindergartens" explains the life system of kindergartens. The textbook (published by Education Science Press, edited by Tang and Yu Guiping) not only mentions the matters that teachers should pay attention to in all aspects of daily life, but also supplements the health requirements of children in all aspects. On this basis, teachers' health observation records and children's health behavior observation records are compiled for students to use in practice and probation, so as to further deepen their understanding and application of what they have learned. The fifth chapter takes into account the goal of cultivating practical talents, focusing on the second section "Handling of accidents of preschool children". In addition to the 12 accidents listed in the textbook, combined with the investigation of common accidents in kindergartens, emergency measures such as drowning and electric shock are added. In chapter six, the common infectious diseases, common diseases and common psychological problems in kindergartens are subtracted, that is, all the common diseases, infectious diseases and psychological problems mentioned in textbooks are not taught one by one, but some common diseases, infectious diseases and psychological problems are explained in a targeted manner in combination with the reality of kindergarten children, and the rest are taught by students as extracurricular knowledge. This not only realizes the accuracy of the course content, but also embodies the hierarchy of the course content. (2) Reforming teaching methods and means In teaching practice, I have focused on those methods that can really improve students' enthusiasm and participation and have obvious effects on students' real mastery of knowledge and skills. Specifically, I adopted the methods of teachers' concentrated theoretical explanation, students' knowledge report according to educational practice (such as internship and probation) and students' grouping situation deduction, instead of traditional teachers' teaching and students' passive learning. For example, the theoretical knowledge of most chapters of this course (chapter 1, chapter 2, chapter 3, etc. ) will be taught to students through lectures and case studies to help them build a complete theoretical knowledge system. And some practical and operational contents (Chapter IV, Chapter V and Chapter VI) will be developed in the form of students' practice autonomous learning and teachers' supplement. For example, in the fourth chapter, "Kindergarten Life System", I will sort out some observation records of teachers' health care and children's health behavior in all aspects of kindergarten life according to the knowledge of this lesson (such as the observation records of teachers' health care and children's health behavior when entering the park). ), and then assign it to students in the form of homework, so that students can observe and record what they have seen and heard during the internship (this course is basically offered in the semester when students have educational practice). This not only achieves a high degree of consistency between what students have learned and the reality of kindergarten, but also fully promotes students' "autonomy-cooperation-inquiry" learning. In the fifth chapter "Common Accident Treatment" and the sixth chapter "Common Nursing Technology", I innovatively adopted the way of scenario deduction by student groups. The specific operation is: according to the outline and actual investigation, I sort out the common accidents and practical nursing skills in kindergarten in advance, so that students can freely combine into groups and claim what they want to teach. On the basis of full preparation, the knowledge to be taught (such as the cause of a common accident, what symptoms will there be, especially how to give first aid, etc.). ) will be shown in the form of sitcoms. I will make appropriate supplements or corrections according to the students' performance. This entertaining way allows students to independently master "living" knowledge and skills in a happy atmosphere. In addition, in order to further implement the practical talent training goal in multiple ways and effectively, the leaders and teachers of the teaching and research section of preschool education have been committed to strengthening cooperation with kindergartens, striving to promote the "double tutorial system" talent training mode, and bringing outstanding teachers from the front line of kindergartens into the teaching of preschool education professional courses. Specific to the "Pre-school Hygiene" course, it is embodied in: handing over some kindergarten teaching practice contents to excellent kindergarten teachers in the form of lecture reports. For example, Chapter IV "One-day life system in kindergarten", Chapter VI "Common infectious diseases and diseases in kindergarten" and Chapter VII "Common psychological and behavioral problems of children" can not only effectively avoid "ivory tower" knowledge learning, but also promote students to master accurate and urgently needed kindergarten teaching skills to the greatest extent. (3) Reform the assessment method. Assessment is the main way to evaluate students' ability and learning. Whether the evaluation is scientific or not is closely related to teachers' teaching, students' learning, the teaching quality of colleges and universities, and the quality and ability of personnel training. The examination reform of "Preschool Hygiene" is mainly carried out from the following aspects: in the purpose of examination, the emphasis on students' knowledge acquisition has changed to the all-round development of students' knowledge and skills; In the examination content, from "paying attention to theoretical knowledge" to "paying equal attention to theory and practice"; Especially in the way of assessment, from "focusing on results evaluation" to "paying equal attention to results and process". The specific methods are: on the one hand, the proportion of grades in the final grade will be increased from 20% to 30%, that is, on the basis of the traditional assessment of only "attendance" and "homework", the sub-item of "group knowledge report" will be added to realize students' process participation and independent learning in the classroom. On the other hand, in the "homework" item, it is also different from the traditional theoretical knowledge, and it is transformed into a practical knowledge examination, that is, a comprehensive evaluation of the accuracy, comprehensiveness and depth of the observation record form filled out by the above students during the internship.

Fifth, the effect of curriculum reform.

The above is the reform that I tried to carry out according to the students' learning characteristics and course content in three and a half years of pre-school hygiene teaching. In the process of implementation, the following results have been achieved: (1) Students really understand the importance of this course, no longer position themselves as "outsiders" in the classroom, the classroom enthusiasm is obviously improved, the phenomena of students' absence from class, playing mobile phones in class, talking and sleeping basically disappear, and they really move in the classroom. (2) Through the concentrated theoretical explanation of college teachers, the report of students' knowledge points and the scenario deduction of study groups, students can truly understand and master what they have learned, and the phenomenon of "students being trapped" disappears in the learning process. (3) The students' learning effect is good, and they have a deeper understanding of the kindergarten's conservation work, and they can use the knowledge and skills they have learned to do a good job in the conservation work, which will be well reflected in the future educational practice.

References:

[1] Tang Linlan, Yu Guiping. Health care for preschool children [M]. Beijing: Education Science Press, 20 12.

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