The first part of kindergarten theme education "Thoughts on kindergarten theme education activities to promote children's all-round development"
Theme education activity is a form of educational activity in kindergarten curriculum reform, which should be integrated into and promote the all-round development trend of children. Promoting children's all-round development is the fundamental goal of kindergarten theme education activities. Therefore, teachers should integrate the idea of promoting children's all-round development into the goal setting, content selection, organization and implementation of theme education activities in the process of carrying out theme education activities.
Keywords kindergarten; Theme education activities; Young children; Packaging development
China Library Classification Number G6 12 Document Identification Number A1004-4604 (2014) 03-0003-04.
Under the trend of comprehensive development of kindergarten curriculum, kindergarten theme education activities have become an effective curriculum and teaching concept. Judging from the development of kindergarten curriculum and teaching in China in the past hundred years and the current reform trend and practice, theme education activities are also the basic trend of kindergarten education reform in the future. On the shallow level, the theme education activities in kindergarten are to solve the problems existing in kindergarten education activities, such as the separation of subject center and curriculum from children's life; From a deeper perspective, it is the embodiment of respecting children's physical and mental development and learning characteristics. Children's development includes the all-round development of body, cognition, emotion and behavior, so the corresponding learning activities should be non-disciplinary. Therefore, researchers analyze the theme education activities in kindergartens from the perspective of promoting children's all-round development, in order to provide theoretical support for kindergartens to carry out theme education activities.
First, the connotation of kindergarten theme education activities
Kindergarten thematic education activities are educational activities around specific themes, specifically, educational activities carried out by teachers and children around themes with unique development context or development value, which help children to form an overall understanding of the world and promote their development into physical and mental harmony? A complete person? For the theme. Themes are usually integrated, including children's key learning experiences, controlling all elements in education and teaching activities, integrating the objectives, contents, forms, processes and evaluations of education and teaching, and making them change with the changes of themes. Therefore, it is not just a simple organization, coordination or rearrangement of learning content in education and teaching activities.
Theme activities with internal integrity create a situational system for participants that can't be compared with teaching in different disciplines, which is of intrinsic value to children's development. Bernstein expounded this point in his theory of educational coding and teaching discourse. 1] Learning through thematic forms is conducive to learners' meaningful construction of knowledge, rich experience, emotional development and cultivation of subject personality and spirit. Theme activity is not only the overall regulation of the activity content, but also the all-round development of children, and it is also related to the improvement of the corresponding evaluation system.
Second, the kindergarten theme education activities in the analysis of children's all-round development
The comprehensive curriculum in the field of early childhood education, the holistic teaching concept advocated by holism at present, and the concept put forward by UNESCO? Whole person development? Concept can be regarded as the concrete embodiment of holism in the field of education. ? Holism? The word (holism) comes from Greek? holon？ What does this mean? Sequan? , indicating that each element is both a whole and a part, and also a part of another whole. Jonny miller pointed out? holon？ What does it mean in Greek? A world made up of a combined whole cannot be simply reduced to the sum of its parts? . [2] From the perspective of holism, the world and the universe are an integrated mechanism. In this mechanism, everything is closely related. They are a * * * isomorphism, interrelated and evolved into a more advanced form. Humans also belong to such an integrated individual. Every part of an individual, including physiology, emotion, intelligence, art, sociality, morality and spirit, has the same importance, and the functions and fields of each part are interrelated.
To correctly understand the all-round development of children in kindergarten education activities, the key is to correctly understand? The whole? This concept. ? The whole? Does it only refer to the sum of all kinds of teaching contents related to children's development, or does it only emphasize that the teaching contents provided to children should be comprehensive? If it is the former, in fact, it is difficult for us to clarify the teaching content needed for children's development in several aspects; If it is the latter, we can't list all the teaching contents and try to find the connection, because the teaching contents themselves are endless. Man is a living organism, a phenomenon in which all interrelated lives are intertwined, and a complex and diverse whole, which cannot be simply attributed to anything. Therefore, promoting children's all-round development is a concern for children's perfect world, including physical, emotional, intellectual, artistic, social, moral and spiritual care, and promoting children's individual to gradually integrate these aspects in their activities to achieve a harmonious state.
The understanding of children's all-round development and the ways to promote children's all-round development are different in different times. Subject-based teaching theory also aims at promoting children's all-round development, but it adopts a fragmented way of thinking, decomposes the whole into simple and discrete parts through the so-called scientific analysis method, and then gives each part precise meaning, trying to promote children's all-round development through this splicing method. What is the hypothesis of this reductionism? The whole can be broken down into its parts, and the whole is equal to the sum of the parts? People think that only by understanding the parts first can we build a whole.
At present, we regard theme education activities as an effective way to promote children's all-round development, because theme education activities present a whole learning picture for learners, and it pays more attention to children's all-round development. On the one hand, people realize that children exist as a harmonious whole, so what he needs is holistic knowledge that is not limited by subject boundaries. In the theme education activities, teachers should? Break the boundaries of disciplines, determine the basic clues of theme development according to the core content of the theme, and then determine the specific content of the theme according to these basic clues, and create a corresponding educational environment to organize a series of educational and teaching activities? . (3) On the other hand, people realize that in addition to the knowledge level, the design and implementation of thematic education activities pay more attention to children as a? A complete person? Other levels of development. It pays attention to children's life itself and thinks that children's learning is a process related to children's emotion, experience and meaning development. In other words, we can regard theme education as a multi-level and multi-dimensional activity to understand and grasp knowledge, integrate children's personal knowledge and experience into their study and life, and promote their meaningful study and all-round development.
Thirdly, the path of practicing children's all-round development thought in kindergarten theme education activities.
(A) to promote the all-round development of children as a starting point to set the objectives of activities.
1. Abandon the rational thinking mode of goal setting of theme activities.
At present, kindergarten education practice is deeply influenced by rational thinking mode. In this mode of thinking, for the purpose of training, a person's rational knowledge has been fragmented, while other aspects are either forgotten or ignored; Did it not fall into the embryonic state, or did it develop with it in anarchy? . [4] Under the domination of this rational education model, preschool teachers usually pay too much attention to the development of children's cognitive level such as feeling, perception, concept and judgment in the education process, and take cultivating children's cognitive ability and rational spirit as the main or even the only goal. They often don't pay attention to children's motivation, interest, emotion, will and experience, and ignore the care of their perfect spiritual world. Under the domination of such values, kindergarten teaching activities will become synonymous with training activities, and children will not get an understanding and experience of the whole world, but receive an education that is difficult to feel the meaning of life.
2. Pay attention to the rhythm of children's balanced development
Pay attention to the coordinated development of children's intelligence, emotion and morality. The purpose of education is not only to satisfy children's thirst for knowledge, to train children's academic and work skills, and to prepare for entering the society in the future. And vice versa? We should help our next generation to grow into free, creative and compassionate people, so that they can fully participate in the life of this group? . 〔5〕
Professor Fisher of Harvard University and others put forward accordingly? Nonlinear dynamic model of growth and development? , they think,? Short-term changes caused by improper stimulation will have a diffuse impact on people's overall growth system, making the overall development unbalanced, and the development level of areas that have received improper stimulation of ripening will be relatively low. Excessive growth rate may lead to system disorder. In order to promote the stable and balanced development of the system, a relatively balanced rate should be maintained. It can be seen that the supportive influence provided by education should be appropriate and the relationship between various fields should be moderate, so as to be conducive to the all-round development of learners? . 〔6〕
(B) from the perspective of organic integration to choose the content of the theme education activities
From the perspective of organic integration, the selection of theme activities should handle the following two aspects.
On the one hand, we should deal with the relationship among children, society and knowledge, try our best to find a dynamic balance between them, and strive to make the design of theme education activities scientific and feasible.
On the other hand, it is necessary to deal with the relationship between different fields and disciplines and organically integrate the knowledge of different fields and disciplines. The content of thematic education activities is the result of mutual influence, infiltration and connection of various knowledge fields and types, rather than the accumulation of isolated knowledge. As pointed out in the Guiding Outline of Kindergarten Education (Trial), the content of kindergarten education is comprehensive and enlightening, which can be divided into five fields, such as health, language, society, science and art, and can also be divided into other different fields. The content of various fields permeates each other, which promotes the development of children's emotion, attitude, ability, knowledge and skills from different angles.
? Children, as a natural existence and living body, are a growing whole, and their development has various needs, not only physical but also psychological; Not only material, but also spiritual; Not only behavioral, but also cognitive, emotional and social. Therefore, children's development is a whole development, not a single, partial and isolated development. ? [7] Therefore, when choosing the content of thematic education activities, an important task is to integrate the curriculum content, seek a broader and deeper connection between different learning fields, and integrate the subject curriculum content with other forms of curriculum content with internal logic or value connection to help children form a holistic understanding and holographic concept about the world.
The so-called selection of the content of the theme activity from the perspective of organic integration is not to superimpose the differentiated parts into one? Complex? . As Warren? Behnes said,? A whole includes purpose, idea and communication, and is integrated into an internally consistent and effective whole by the identity of each part? . [8] The content of theme activities should be organic? Continuum? It is a whole that integrates children's development, social needs, knowledge and experience, and is related in time and space.
(3) Organize and implement thematic education activities in the form of spiral network construction.
Spiral organization and implementation of theme education activities is to change the implementation mode of linear curriculum and coordinate theme activities of all ages, such as large, medium and small classes. Season? It is the core theme activity, but the organization of theme activities at all ages should be hierarchical, the content should be expanded and deepened step by step, and the whole theme activity should become a spiral theme network. With what? My emotions and needs? Take theme activities as an example. What can be the activity goal of the small class stage? Know how to express different emotions and know what you like and don't like. ; What can be the activity goal of the middle class stage? Know how to make yourself happy with others and know that different people have different needs. ; The goal of large class activities can be further deepened as? Understand the necessity of being loved and loving others? . This spiral course content organization is comprehensive and comprehensive. To the border? Yes Who are the implementers of theme education activities? What is the essence of people and children? Activities? The height of the course? An educational process? . Courses don't just exist? Mentality? Can you divide it? Planned expected results? Or? Experience? , but generated in? Practical state? , can't be decomposed, the whole? Education? Activities? . 〔9〕
References:
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UNESCO International Education Development Committee. Learn to survive: today and tomorrow of the education world [M]. Translation, Institute of Comparative Education, East China Normal University. Beijing: Education Science Press, 1996: 193.
[5] Ronald Koch. The country of learning freedom: the practice of alternative schools in the United States [M]. Xue Xiaohua, translated. Shanghai: East China Normal University Press, 2005: 156.
Liu Xiaodong. A new theory on children's education [M]. Nanjing: Jiangsu Education Press, 1998: 82.
[7] Wang Chunyan. A historical survey of the development and change of preschool curriculum in China in the past hundred years [M]. Beijing: Education Science Press, 2004.
〔8〕D？ Answer? Cooper. Experiential learning: let experience become the source of learning and development [M]. Wang,, etc. Shanghai: East China Normal University Press, 2008: 19 1.
[9] Huang Fuquan. On the Theory of Grand Curriculum —— Also on the Relationship between Curriculum (Theory) and Teaching (Theory) [J]. Courses? Textbooks? Teaching methods, 2000, (5): 2-3.
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