Kindergarten education experience Fan Wenyi: Education and teaching in the field of science in regular kindergarten teaching Abstract: It is necessary to strengthen the continuing education and training of in-service kindergarten teachers, especially to arrange more training in the fields of scientific activities, basic knowledge of biochemistry and small experiments according to the needs of kindergarten teachers.
Keywords: kindergarten; teaching
Children have been learning knowledge since birth, and have been studying systematically in kindergarten. Kindergarten has become an important place for children to learn systematically for the first time, and it is also an important base for cultivating children's interest in learning. Children's interests will accompany their children all their lives. Therefore, the kindergarten curriculum should be scientific, balanced and interesting. This survey on the education and teaching in the field of science in the regular teaching of kindergartens has distributed 50 questionnaires in Beijing, Tianjin, Yangzhou, Ningbo, Liaoning, Changchun and Heilongjiang, and effectively recovered 50 questionnaires. The survey was conducted from four aspects: the basic situation of teachers, the basic situation of kindergartens, the situation of education and teaching, and personal development. It aims to provide first-hand information in the scientific field for the training of preschool education professionals.
I. Basic information
(A) the basic situation of preschool teachers
The teachers who participated in this survey are concentrated in the age of 20-25, accounting for 74%; However, there are no kindergarten teachers over the age of 35, and teachers under the age of 20 account for 12%, and the age structure of teachers is younger. There is a serious imbalance between men and women. There are only 1 male kindergarten teachers, and the rest are female kindergarten teachers. The education level is mainly concentrated in high school or junior college, accounting for 92%, and the junior high school or technical secondary school education is only 1. Preschool teachers' graduation colleges are concentrated in normal colleges, accounting for 88%. Only 1 person are non-normal students, while 90% are pre-school students. During school, 92% of kindergarten teachers have received activity design courses in science, 65,438+00% have received small scientific experiments, 24% have received mathematics courses, and 65,438+06% have received children's mathematics development research courses. Judging from the basic information collected by kindergarten teachers, the academic structure, age structure and major of kindergarten teachers in China are relatively reasonable at present.
(B) the basic situation of kindergartens
In this survey, public kindergartens account for 6% and private kindergartens account for 94%. Among kindergarten teachers, animal corner accounts for 88% and science and technology corner accounts for 62%. 86% of the supporting toys in kindergartens are rich and varied. 90% of kindergartens have specialized business directors. As can be seen from the above data, the hardware and equipment of kindergartens in China are good at this stage, which meets the basic conditions for running a park.
Second, the education and teaching survey
(A) the status quo of science teaching
In this survey, from the use of textbooks, 40% of kindergartens use textbooks compiled by the state, 20% use textbooks compiled by local kindergartens, 14% use school-based textbooks, and the rest are others. From the teaching content, 28% of teachers arrange common sense activities such as astronomy and geography, and 38% arrange simple scientific experiments. According to the weekly activity classes in science field, 38% of the classes have an activity class in science field once a week, 36% have an activity class in science field twice a week, 6% have an activity class in science field three times a week, and 16% have no activity class in science field. According to the activity classes focusing on science, 58% of preschool teachers think that children's hands-on creativity should be emphasized, 46% of teachers think that children's interest in popular science should be cultivated, and 12% of teachers think that children should be taught knowledge to learn as much as possible. Judging from teachers' problems in designing the content of scientific activities, 40% teachers are not sure about their own knowledge, 36% teachers have difficulties in preparing materials for small experiments, 12% teachers are not accurate about the experimental principles, and only 10% teachers think there is no problem. In addition, 64% teachers think that the most difficult activity class in kindergarten is science.
(B) the status quo of mathematics teaching
Judging from the weekly math activity classes, 40% classes have three science activity classes, 34% classes have two science activity classes, 20% classes have one science activity class and 6% classes have no math activity classes. Judging from the problems that teachers encounter when designing the content of mathematics activities, 44% teachers can't remember the basic concepts and can't express them accurately. 14% teachers have other problems, and 32% teachers think there is no problem. From the teaching content, the common mathematics knowledge in kindergarten includes: digital songs, understanding of numbers, digital writing, odd and even numbers, sorting, 1 and multiple numbers, abacus mental arithmetic, addition and subtraction above 10, applied problems, average score, understanding of numbers, understanding of time, understanding of orientation, cardinal number and ordinal number, etc. The main reasons for designing the above teaching content are: 88% of teachers think it is based on the needs of children's development, 12% think it is the need to enter primary school, 6% think it is the requirement of parents, and 4% think it is easy to manage.
Third, the investigation of teacher development.
Of the 50 preschool teachers in this survey, 20% have participated in the national training program, 28% have studied to improve their academic qualifications, 2% have participated in training, and 40% have never participated in training or further study. In the course of this survey, the statistics of preschool teachers' scientific training as a preschool teacher are as follows: 34% of preschool teachers think it is necessary to train the basic concepts of mathematics, 56% think it is necessary to train the basic knowledge of biochemistry and small experiments, 36% think it is necessary to train the knowledge of astronomy and geography, and 82% think it is necessary to carry out continuing education in activity design in kindergarten science field. If you go back to university, the statistics of science courses that preschool teachers want to add are as follows: 28% of preschool teachers want to add courses on basic concepts of mathematics, 50% of preschool teachers want to add courses on basic knowledge such as materialized students and small experiments, 38% of preschool teachers want to add courses on astronomical geography knowledge, and 78% of preschool teachers want to add courses on activity design in kindergarten science field.
Four. Discussions and suggestions
(A) Analysis of preschool teachers' age and academic background
Judging from the results of this survey, the young preschool teachers in this survey are more serious. Although young teachers are more energetic and energetic in this work, there are also some shortcomings such as insufficient work experience and insufficient echelon construction of kindergarten teachers. The preschool teachers in this survey are very suitable for preschool teachers regardless of their academic qualifications or majors, and they are very normal and professional.
(b) Education and teaching in analytical sciences
In this survey, most textbooks in the field of science are suitable for the development of young children. In the arrangement of teaching content, there are few activities related to scientific experiments and astronomical geography, and the knowledge of mathematics is not comprehensive enough. In the course arrangement, science and mathematics activities are less, so it is necessary to arrange science and mathematics activities once a day.
(C) Analysis of teacher development
It is necessary to strengthen the continuing education and training of in-service preschool teachers, especially for the needs of preschool teachers, and arrange more training in the fields of preschool scientific activities, basic knowledge of biochemistry and small experiments.
refer to
1. Research and thinking on the teaching design of music education activities in kindergartens in Yao Yao: North Music 20101-15.
2. Educational evaluation and kindergarten teaching; Success (Education) 2011-03-15
Kindergarten Education Experience Fan Wener: Aesthetic Education Analysis in Kindergarten Art Education Abstract: Kindergarten teachers' aesthetic education can guide children to know beautiful things and works of art, cultivate their ability to know, love and create beauty, give full play to the characteristics of aesthetic education in kindergarten teachers' art education, and make children's independent creation and aesthetic ability organically combine and penetrate each other, thus promoting the harmonious development of children's artistic comprehensive ability.
Keywords: kindergarten; art education
The Necessity of Cultivating Aesthetic Ability in Kindergarten Art Education
As a kindergarten teacher, we should avoid attaching importance to knowledge education and skill expression while ignoring children's emotions and attitudes in activities. The process of children's creation is an important way for them to express their thoughts and feelings, so we should encourage children to express their individuality and creativity and overcome the practice of overemphasizing skills and skills. The activity ability of children's art is gradually developed in the process of bold expression. The main function of teachers is to stimulate children to feel and express beauty, enrich aesthetic experience and experience the happiness of free expression and creation. In addition, according to the development and needs of children's personality, appropriate guidance should be given to their expression methods and skills to promote children's physical and mental development.
Second, cultivate kindergarten teachers' aesthetic ability in the teaching process.
The cultivation of kindergarten teachers' aesthetic education should first improve their artistic appreciation ability. Aesthetics and art are mutual. Without aesthetics, there is no art, without aesthetic taste and insight, it is impossible to create paintings with high aesthetic value. The function of art appreciation is to cultivate preschool teachers with high aesthetic ability and level. First of all, we should choose suitable works, and try to choose works that are helpful to teachers' teaching and related to their usual skills training. Through appreciation, teachers can understand the different styles and expressions of works, and learn from them to choose their own learning direction. Teachers appreciate works, think and analyze the distance between works of art and reality, and experience the charm of art from the process of appreciation, so as to improve their aesthetic ability and theoretical accomplishment. At the same time, the skills learned can also be applied to daily teaching, such as combining art theory with children's age characteristics, knowledge structure and cognitive level, choosing more suitable art appreciation content, guiding children to learn to appreciate, and conveying beautiful information to children through colors, lines and shapes. Secondly, the cultivation and promotion of their own professional ability. Preschool teachers should improve their modeling ability, grasp the law of color relationship and color change, and their images will be more realistic. Teachers can boldly adopt a variety of artistic expressions in training and integrate them into the creation of environment to create a relaxed and happy learning environment for children. The color of the picture should be close to nature, so that children have rich imagination, and it is easier for children to produce * * * songs, stimulate children's love and yearning for beautiful things, and enhance their creative imagination. Preschool teachers should make their own teaching AIDS according to the needs of educational activities, and provide children with interesting and suitable activity materials. Children's game teaching is conducive to children's understanding of things and promoting intellectual development. The process of making teaching AIDS is also the process of creating beauty, discovering beauty, appreciating beauty and spreading beauty. Teachers can use their ability to perceive natural beauty, accumulate beauty and create beauty, and experience the hardships and joy of success in the creative process from activities. This process fully embodies teachers' awareness of environmental protection and innovation, and strengthens teachers' practical ability. Guide children to make toys and crafts with things around them, such as disposable cups, eggshells and wool, to beautify their lives, and guide children to communicate, appreciate and improve together, which is also the quality that a kindergarten teacher should have.
Third, the conclusion
Kindergarten teachers' aesthetic education can guide children to know beautiful things and works of art, and cultivate their ability to know, love and create beauty. Give full play to the characteristics of aesthetic education in preschool teachers' art education, so that children's independent creation and aesthetic ability can be organically combined and infiltrated, thus promoting the harmonious development of children's artistic comprehensive ability.
refer to
1, kindergarten education and teaching activities should be highlighted, right? People? Take care of Wang Xiaoying; Education guide (second half) 2011-07-15