Fan Wenyi
Topic: Young children? Naughty? reason
? Naughty? Children refer to children who are often energetic, active, inattentive, poor in self-control, often aggressive and destructive, have bad habits, like pranks, love to lose their temper, and don't follow class rules. For such children, teachers generally adopt it? Cold treatment? This method not only can not achieve good educational effect, but also is not conducive to children's physical and mental development. To treat such children, we should make use of their advantages and help correct their shortcomings, so as to promote the healthy development of children's body and mind.
First, children? Naughty? Performance of
( 1)? Naughty? Children can't cooperate well with teachers to complete organized teaching activities.
(2)? Naughty? Children's inattention
(3)? Naughty? The aggression shown by young children
Second, children? Naughty? Cause analysis of
(A) the wrong concept of family education
1. Overindulgent family environment
2. Autocratic family environment
(2)? Naughty? Children have a strong curiosity.
Differences in children's growth
(4)? Naughty? Children want more attention.
Third,? Naughty? Children's education strategy
(1) Establish a scientific view of children and treat them calmly? Naughty? The behavior of young children.
(2) objective evaluation? Naughty? Want to know the behavior of children? Naughty? Children's? Highlights?
(3) create conditions? Naughty? Does the child have it? Vent? chance
Pay attention to individual differences and carry out targeted individual education.
In a word, we should treat it with a correct attitude? Naughty? Young children. We should encourage, guide and develop their advantages; For their shortcomings, we should believe that they will correct them, and at the same time create conditions to help them overcome them together and promote the healthy, all-round and harmonious development of children.
Fan Wener:
First of all, the theory of multiple intelligences helps preschool teachers to establish new educational concepts.
(1) Multiple redevelopment? Intellectual's point of view?
Gardner believes that the basic nature of intelligence is pluralistic, not a kind of ability, but a group of abilities, and its basic structure is also pluralistic. All kinds of abilities exist in a relatively independent form, not in an integrated form. According to Piaget's traditional cognitive development theory, intelligence refers to the combination of multiple abilities with thinking as the core. Professor Gardner later put forward and expounded the basic structure of the theory of multiple intelligences for the first time in the book The Structure of Mind. Gardner believes that multiple intelligences are supported by eight kinds of intelligences that exist relatively independently in individuals and are related to specific cognitive fields or knowledge categories. Put forward: intelligence is no longer a certain ability or the integration of several abilities around a certain ability, but? Independent peace? Eight kinds of intelligence, that is, speech? Language intelligence, music? Rhythm, intelligence, logic? Mathematical intelligence, vision? Spatial intelligence, body? Kinesthetic intelligence, self-knowledge and introspection intelligence, interpersonal intelligence and natural observation intelligence.
The core educational idea of multiple intelligences is that people's intelligence is diverse, and the starting point of education is not how smart children used to be, but how and how teachers make children smart. The theory of multiple intelligences has fundamentally influenced and changed people's educational concepts at present.
1. verbal-language intelligence refers to the individual's listening, speaking, reading and writing abilities, which are manifested in the individual's ability to describe events, express ideas and communicate with others smoothly and efficiently. This ability is more prominent in journalists, editors, writers and speakers.
2. Musical rhythm intelligence refers to an individual's ability to feel, distinguish, remember, change and express music, which is manifested in his sensitivity to rhythm, tone, timbre and melody, and his ability to express his thoughts and feelings through composing, playing and singing. This ability is outstanding in composers, conductors, singers, performers, musical instrument makers and Andhadhun.
3. Logic-mathematical intelligence refers to the individual's ability to calculate and reason, which is manifested as sensitivity to various relationships between things, such as analogy, comparison, causality, logic, etc., and the ability to think through mathematical operations and logical reasoning, which is outstanding among detectives, lawyers, engineers, scientists and mathematicians.
4. Visual-spatial intelligence refers to the ability of individuals to feel, distinguish, remember and change the spatial relationship of objects and express their thoughts and feelings, which is manifested in their understanding of lines, shapes and structures; The sensitivity of the relationship between color and space and the ability to express it through plane graphics and three-dimensional modeling lie in painters and sculptors; Architects, navigators, naturalists, etc. have outstanding performances;
5. body-kinesthetic intelligence refers to the ability of individuals to use limbs and trunk, which is manifested in good control over the body, the ability to respond appropriately to events, and the ability to express thoughts and emotions by using body language, which is outstanding among athletes, dancers, surgeons, racing drivers and inventors.
6. Introspective intelligence refers to the individual's ability to know, see and reflect on himself, which is manifested in the fact that the individual can correctly know and evaluate his emotions, motives, desires, personality and will, and form self-esteem, self-discipline and self-control on the basis of correct self-knowledge and self-evaluation, which has outstanding performance in philosophers, novelists, lawyers and others;
7. Interpersonal intelligence refers to the ability of individuals to get along and communicate with others, which is manifested in the ability of individuals to perceive, experience other people's emotions, emotions and intentions and make appropriate responses accordingly. He has outstanding performance in teachers, lawyers, salesmen, public relations personnel, talk show hosts, managers and politicians. 8. Natural observation intelligence mainly refers to the cognitive ability of animals, plants and other parts of the natural environment (such as clouds or rocks). It has outstanding performance in hunters, botanists or anatomists.
Gardner believes that psychologists spend too much time ranking people and seldom consider how to spend some time helping them. Although human beings are generally interested in measuring things and evaluating people, the main purpose of evaluation is how to help children. They have the responsibility to provide useful feedback for children, such as identifying children's strengths and weaknesses, making suggestions on how children should continue to learn or give play to their strengths in the future, pointing out which learning methods are creative, and evaluating and predicting children's future development potential. Intelligence cannot be easily measured. At present, only the ability of language and mathematical logic can be measured. If we must measure intelligence, we should focus on the problems that intelligence wants to solve, or on the creative ability shown when using intelligence.
This is a brand-new view of intelligence, which makes our once single and flat view of intelligence diversified and three-dimensional. It can be seen that our understanding of children's intellectual development is limited to the development of children's abilities such as observation, memory and thinking, which is very one-sided. Kindergarten teachers should create a colorful environment and use rich educational resources to inspire and develop children's multiple intelligences from multiple dimensions. Developing children's intelligence is a complex project, not a simple job.
The theory of multiple intelligences overcomes the narrow understanding of the traditional concept of intelligence and puts forward a more scientific understanding of the essence of intelligence. On the basis of a lot of scientific experiments and research, Gardner redefined intelligence and put forward a new measure of intelligence. Based on the new understanding of the essence of intelligence, Gardner put forward the basic framework of human intelligence, and fully discussed the essence of intelligence and the relationship between various intelligences. These viewpoints of the theory of multiple intelligences provide new ideas and methods for us to understand the essence of intelligence scientifically. Gardner's contribution is to put forward an intellectual view that meets the needs of the times in view of the traditional, conservative and single intellectual model at that time. His research is related to today's brain research, but his intelligence theory has not been confirmed from the perspective of brain science and physiology, and his view is still a hypothesis from the psychological level. But this hypothesis expands people's understanding of intelligence and their views on people and the world from the horizontal and spatial dimensions. Gardner is identifying the tenth kind of intelligence, namely moral intelligence. He turned everything owned by the whole society into the object that individuals need to know, and it takes all kinds of abilities to know all kinds of worlds. These abilities were not unknown in the past, but Gardner put them in a theoretical framework to let people fully understand themselves. (2) form a positive optimism? Children's view?
The view of children advocated by the theory of multiple intelligences is a positive view of children. Gardner believes that everyone has more or less eight kinds of intelligence, but their combination and exertion are different. Every child has his own advantageous intellectual field and his own learning type and method. There are no poor students in kindergarten, and all children are plastic talents with their own intellectual characteristics, learning types and development direction. It is precisely because human intelligence is composed of eight or more different kinds of intelligence, and these intelligences have appeared in early childhood and are in a stage of rapid development. Gardner called it childhood? Awakening experience? Stop, think about it? They have at least a preliminary ability to judge some basic symbol systems commonly used by human beings, such as the concepts of language, numbers, music and two-dimensional space? . At the same time, every child has different intelligence, strengths and weaknesses, and combines and uses various abilities in a highly personalized way. Their wisdom, style and potential are as diverse as colorful spectra. Like? Every flower has a reason to open? Similarly, every child has a unique, relatively complete and yet to be developed intelligence combination. Proper education and training will make every child's intelligence reach a higher level. Therefore, education should, on the basis of fully developing everyone's intelligence, create a variety of scenes for children to show all kinds of intelligence and give each child a variety of choices, so as to stimulate everyone's potential intelligence and fully develop each child's personality. At any time, we should establish a belief that every child has the development potential in one aspect or several aspects, and as long as they are provided with appropriate education, every child can become a talent. What educators should do is to provide children with different intellectual potentials with different education suitable for their development and cultivate them into different types of talents. Therefore, do kindergarten teachers really have to treat every child with an equal attitude and treat every child with an appreciative and developmental eye, thus forming a positive and optimistic attitude? Children's view? . (3) Establish flexibility and diversity? Ability evaluation view?
For a long time, educators have used many methods to evaluate children's intelligence and potential. Intelligence test? The purpose of this method is to predict children's academic performance or select talents for the society, so it is mainly limited to the test of language and mathematical logic. Researchers of the theory of multiple intelligences put children in real activity situations, and use comprehensive means such as observation, video recording, audio recording and file folder to evaluate children's multiple intelligences at different levels and dimensions in a flexible and diverse way, so as to discover and cultivate each child's unique intellectual potential. Therefore, kindergarten teachers should abandon the one-sided evaluation of children's ability with a single standard, especially just? IQ? Based on this, the traditional concept of children's intelligence is simply evaluated. On the basis of respecting children's interests and needs, teachers should flexibly use various methods to evaluate children's intelligence from multiple dimensions and levels, so as to establish flexibility and diversity? Ability evaluation view? .
Updating ideas is more difficult and important than updating knowledge. The reconstruction of preschool teachers' educational concept is related to the improvement of teachers' educational behavior and reflection on educational practice, and then directly affects the implementation of the new syllabus, the implementation of quality education policies, and the healthy and all-round development of each child's intelligence.
Second, the theory of multiple intelligences guides preschool teachers to truly become the reflections of educational practice.
Reflection is a process in which preschool teachers take their own teaching activities as the object of thinking, and examine and analyze their own educational theories, selected teaching contents, implemented educational programs, adopted teaching methods and the resulting teaching results. It is also an important way for preschool teachers' professional growth. Posner once put forward a simple teacher growth formula: experience+reflection = growth. In the process of reflection, preschool teachers can make an objective and rational critical analysis of teaching experience, especially problem experience, explore various factors related to teaching behavior, examine the concepts on which their teaching is based, and actively seek.
Looking for new teaching strategies to solve the problems faced. Therefore, reflection is very important for preschool teachers to establish a correct educational concept, implement effective teaching behavior and promote their professional development. Gardner's own reflective behavior and his theory of multiple intelligences provide the following enlightenment for preschool teachers to reflect on teaching practice:
(A) Preschool teachers should have a sense of reflection.
As the founder of the theory of multiple intelligences, Gardner began to reflect on the theory from the beginning, and promoted and revised his views many times. Preschool teachers should follow Professor Gardner's example, have the enthusiasm for inquiry and
The spirit of questioning forms the subjective consciousness of reflection, and consciously reflects on one's own teaching practice as an indispensable part of teaching work. Teachers should not only reflect on their own theories, ideas and implementation strategies in teaching, but also reflect on the organization of every link, the presentation of every question and the interaction with children in teaching activities. In reflection, teachers can adjust, revise and improve their teaching in time. Only in this way can preschool teachers truly become the reflections of educational practice and constantly improve their professional quality and teaching level.
(B) Preschool teachers should reflect on the sense of responsibility.
The significance of the theory of multiple intelligences lies not only in its new explanation of intelligence, but also in its great impact on traditional educational concepts. The theory of multiple intelligences provides us with a new personal development model, which enables us to understand children's development from a brand-new perspective and examine our sense of responsibility for children, thus requiring our kindergarten teachers to have a correct view of teaching and curriculum.
Because of the diversity and complexity of children's intellectual expression, it is impossible to find a teaching method suitable for all children at any time, no matter how excellent the teacher is. The same teaching method can only be applied to some children, but completely ineffective to others. This kind of teaching will inevitably lead to the stagnation and atrophy of some students' intelligence in other aspects because they can't get proper training, which is a huge waste for individuals and society. If teachers can constantly change teaching methods and means according to the characteristics of different students, children will have the opportunity to use methods suitable for their intellectual tendencies to learn. The teaching view of the theory of multiple intelligences requires our teachers to choose and create various suitable educational methods and means that can promote the all-round and full development of each student according to the different characteristics of educational content, students' intelligent structure, learning interest and learning methods.
The theory of multiple intelligences provides a meaningful reference for us to challenge the traditional curriculum design concept and form a new curriculum design concept with the characteristics of the times. In the traditional curriculum design, our guiding ideology is to teach one or two kinds of core intelligence, rather than through unified direct teaching. This kind of school curriculum makes our education cultivate not only one-sided students, but also students who follow the rules and have no personality and creativity. According to the theory and practice of multiple intelligences, the curriculum design thought with the characteristics of the times can be summarized as two points. One is? Multiple intelligence teaching? What's the second one? Teaching through multiple intelligences? . In a sense, the former can be regarded as our new thinking on the purpose of education, while the latter can be regarded as our new pursuit of educational methods in a sense. ? Multiple intelligence teaching? When designing school education courses, we are required to abandon the traditional thinking of designing courses only around Chinese and mathematics and physics, treat children's multiple intelligences equally, put multiple intelligences in an equally important position in concept, and combine multiple intelligences with different subject teaching in practice, so that children can make better use of and develop each of their own intelligences. At the same time? Multiple intelligence teaching? When designing school education curriculum, we are required to fully realize the different intellectual characteristics of different children, emphasize the full development of each child's intellectual advantage, and promote the development of other intellectual fields, especially the intellectual weakness, from the intellectual advantage of each child. ? Teaching through multiple intelligences? When designing school curriculum, we are required to make different intellectual fields develop in an all-round way. At the same time, by mobilizing different functions of different intellectual activities in education and teaching and using diversified teaching methods, the actual effect of classroom teaching can be greatly improved. ? Teaching through multiple intelligences? It can directly provide positive reference for teachers' actual education and teaching, and help teachers to change the traditional classroom teaching design ideas. For example, teachers can pay attention to increasing teachers and students in any kind of classroom teaching according to the characteristics of speech and language intelligence.
Dialogue between teachers and students can strengthen the communication between teachers and students, thus helping students learn to listen to and understand other people's languages and make corresponding responses. In addition, such teacher-student interaction can also significantly improve the teaching effect.
(C) Preschool teachers should have a reflective view of evaluation
Influenced by the traditional intelligence concept centered on language and mathematical logic ability, traditional education regards children's achievements as the main criterion to evaluate the quality of education. The educational and teaching activities of the school wrongly estimate children's learning potential, and tend to train and develop children's language and mathematical logic abilities, while ignoring the training and cultivation of children's other abilities. According to Gardner's theory of multiple intelligences, we should abandon the standard intelligence test and students' academic performance evaluation as the main evaluation concepts and establish a multi-dimensional evaluation concept. The educational evaluation advocated by the theory of multiple intelligences is carried out through various channels, in various forms and in various real life and learning situations. It really examines children's ability to solve practical problems and create initial spiritual and material products. Teachers should observe, evaluate and analyze children's advantages and disadvantages from many aspects, and take this information as the starting point of serving children. Based on this, teachers should choose and design appropriate teaching content and teaching methods, so that evaluation can truly become an effective means to promote the all-round development of each child's intelligence.
Regarding the application of this theory, Gardner made the following suggestions:
There is no reason to infer that we can effectively educate everyone in English bars in eight different intellectual ways. This effort is in vain.
Don't think that just using a certain intelligence is enough. For example, regarding physical exercise intelligence, casual muscle exercise has nothing to do with the cultivation of cognitive skills.
There is no reason to think that when children engage in activities related to one intelligence, it will be helpful to use another intelligence as a background activity. For example, Gardner thinks that students use music as the background when solving math problems, which is a wrong application of his theory.
References:
[1] Howard? Gardner, translated by Shen Zhilong. Intellectual Structure [M], Beijing: Xinhua Publishing House, 2004, 32-35. [2] Howard? Gardner, Huo Liyan, Fang, et al. Reconstruction of intelligence [M]. Beijing: China Light Industry Press, 2004, 10- 12.
[3] Chen Jieqi Mara? Krikowski, Julie. Wines, Fang Yi, the theory and practice of multiple intelligences enable every child to develop on the basis of his own advantages [M]. Beijing Normal University Press, 2002, 1 1- 16.
[4] Mara? Edited by Croskey. Li Jimei, Fang, Multiple Intelligences Theory and Preschool Children's Ability Evaluation [M], Beijing Normal University Press, 2002, 32-40.
[5] Jiang Junhua, Yuan Ailing, on the internationalization and localization of preschool curriculum research in China [J]. Preschool Education Press, 2004,32? 34.
[6] He Yuping, Multiple Intelligences Theory and Teachers' Professional Development [J], Primary and Secondary School Management Press, 2003, (1): 20? 22.
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