Kindergarten project implementation plan
Part 1: Implementation of the kindergarten project
I. Design Intent: The "Guidelines for the Guidance of Kindergartens" clearly states that kindergartens must "actively develop sports activities suitable for young children." However, the only child nowadays is the jewel of the parents. The parents look forward to becoming a child, and they are hopeful of becoming a phoenix. In the family parenting, there is a phenomenon of heavy intelligence, light physical education, and light weight training. In addition, most families live in the high buildings of Xincun. Single-family, so the time for children to have outdoor activities is very small, and there is a general lack of exercise. In the actual work of kindergartens, the tangible activities of using sports equipment are often emphasized. The form is hot and the quality of sports is not high. There is a difference in the importance and significance of sports activities: some think that outdoor sports The venue of the event is large, the teachers are not well organized; some think that the sports activities are prone to accidents, or it is better to carry out less. As a result, outdoor sports activities in kindergartens often flow in form or stay on the plan, and the actual actual activity time and quality of the event cannot be guaranteed. In view of this, we actively implement the spirit of the "Outline", and on the basis of ensuring one hour of physical activity per day, adapting to local conditions and continuously optimizing the outdoor sports activities of kindergartens to further enhance the awareness of the importance of developing outdoor sports activities for young children. Really promote the comprehensive development of children's body and mind. In accordance with the spirit of the "Outline", the principles we follow in implementing the research institute have the following points:
1. The principle of purpose
Focusing on the development goals of young children, we will combine the various educational factors of kindergartens. The goal of education in the new "Outline" is to guide the development of early childhood development goals, and the development of hygiene in early childhood is the theoretical basis for setting goals. The characteristics of children's physical and mental development in our garden are the realistic basis for setting goals. According to the needs of achieving the goals, select the corresponding educational content, educational methods and means to overcome the phenomenon of the content of the past education work and ignore the purpose of education.
2. Developmental principles
The starting point and destination of children's sports activities are to promote the development of young children. Development is not only reflected in the growth of children's knowledge and skills, but also in the improvement of children's psychological function and physical quality. The development rules of young children not only follow the general rules, but also reflect individual differences. To this end, the guidance of kindergartens on children's sports activities must focus on promoting the harmonious development of children's body and mind and the overall improvement of quality. From observing and researching young children, we should understand the development needs of each child. According to the different characteristics of each child's development, it is necessary to teach each child to promote the full development of each child at different levels.
3. The principle of combining the leading role of teachers with the initiative of young children
The guidance for outdoor sports activities for young children should be a planned, purposeful educational impact on young children and a process to promote the overall development of young children. Therefore, the role of teachers should be reflected in the children's development needs, plans, and organize outdoor sports activities in kindergartens, to provide a good educational environment for young children, to stimulate and guide children to actively interact with the environment. Observing and guiding young children in the process of education, while playing a leading role of teachers, should fully realize that the development of young children is a proactive process. Without the active participation of young children, it is difficult to achieve good results in any education. Therefore, we must respect the interest and needs of young children, pay attention to and stimulate the internal motivation of young children, adjust the initiative and enthusiasm of young children, overcome the long-term tendency of teachers as the center, neglect the development needs of young children and the initiative of young children. At the same time, we must also pay attention to Prevent the emergence of new “children’s centers” and weaken the role of teachers.
4. Activity principle
Activities are the bridge between children and the environment, and are the basic way for the development of children's activities. Therefore, we should provide an appropriate educational environment according to the needs of early childhood development, carry out various forms of educational activities characterized by children's manual brains, and experience in various aspects to promote the initiative of young children to participate in activities.
5, the principle of integrity
Education in different forms, different aspects and different ways plays an important role in the development of young children. Therefore, we should give full play to the overall function of education, so that education in physical, intellectual, moral and aesthetic fields, various forms of educational processes, kindergartens and Family education has become an organic whole that is interrelated and mutually infiltrated. Overcome the phenomenon of ignorance and morality, heavy class light travel, kindergarten education and parent-child education.
Second, the research content:
1. We found that there are problems in sports gardens such as lack of sports equipment, low utilization rate, low purpose, and unreasonable equipment placement. We will study the use value of sports equipment in children's sports activities and seek to use sports reasonably. The law of the device. Make full use of community resources, fully collect waste materials and natural materials to produce all kinds of sports equipment; explore innovation, give full play to the various functions of sports equipment; adapt local conditions to choose appropriate sports equipment for young children.
2, sports activities in a variety of ways, and we often use the game method to organize children's exercises, the boring movements and physical exercises into a fun imitation activity or a plot of the game activities, so that children participate in activities easily and happily To achieve the goal of strengthening the system and promoting all-round development, we will carefully design new and varied game activities, carry out reforms in the form of address and content arrangement, and purposefully and systematically guide children to explore the gameplay and promote children's play. development of.
3. Guided by the curriculum theory, optimize the daily “one hour” outdoor sports activities for young children. The curriculum objectives are the soul of the curriculum. The development of good goals has the effect of regulating and guaranteeing the whole sports activities. However, for a long time, some teachers have been accustomed to implementing the daily “one hour” outdoor sports activities in accordance with the pre-programmed teaching content, focusing on the superficial form and lacking the target consciousness in the mind. We will strengthen the teacher’s garden training and establish Awareness of the goal, mastering the educational strategy of science. From the multi-dimensional effect of sports, the form of outdoor activities can be seen from a variety of angles, and more free space for children to play, making outdoor sports activities more distinctive.
Third, research methods:
1. In order to enable teachers to further establish the concept of development, master the general rules of children's participation in outdoor sports activities and the special laws of different aspects of development, it is easy to design educational activities according to development goals. Each goal is decomposed into several levels, forming a sequence of development from low to high. Teachers can select the target of the corresponding level according to the actual development of the child.
2. The goal of each sports activity is not only the basis for teachers to organize educational activities, but also the content, methods and means of education are determined according to the needs of achieving the goals.
Fourth, the organization of the event:
1. Organizational principles: Focus on the diversification of means and the richness of content. Emphasis is placed on promoting the realization of each decomposition goal through multiple repetitive experiences and fully exploiting development goals at all levels.
2, the basic form:
Individual activities: Teachers provide an environment based on the needs of current goals and the interests of young children, and the use of toys and materials to trigger active activities for young children. At the same time, teachers also pay attention to observe and guide young children during the activity, and give appropriate guidance to children who exercise one or several behaviors in a long period of time, so that children can develop through individual activities.
Group activities: The main role is to meet the different activities of children's activities, to take care of the different levels of development of children, to help teachers to teach people, to give individual guidance on physical exercise skills, to cultivate children's collective awareness, cooperation spirit and coordination of interpersonal relationships ability.
Collective activities: Group activities are based on the introduction of new knowledge and new skills in physical exercise. These aspects of knowledge and skills are suitable for teaching to children through group education.
The above three forms of activity are mutually integrated and mutually infiltrated, and the organic wholes that can be transformed into each other cannot be separated from each other.
V. Safeguard measures:
1. Conduct a weekly experience exchange, using lectures, discussions, conversations, mutual evaluations, debates, etc.
2. Conduct an outdoor sports public event every month and organize teachers to observe and comment.
3. Learn some theoretical guidance or excellent teaching plans from time to time to help teachers keep abreast of the latest concepts.
4. Conduct the evaluation of the effects of outdoor sports activities for children every quarter to grasp the effectiveness and progress of the research.
Sixth, the research process:
1. Preparation stage:
It mainly collects materials for research on optimizing outdoor sports activities for young children, organizes teachers to conduct learning, improves the theoretical level of teachers' guidance on optimizing outdoor sports activities for young children, determines the content of research, and establishes research groups.
2. Implementation stage:
Set goals and plans, measures. Organize the teacher to carry out the implementation plan, observe the child behavior observation record, collect data, and adjust the progress of the experiment in time.
3. Summary stage:
Mainly for the organization of materials, writing experimental reports, papers, summaries, compilation of the final questions.
Part 2: Implementation of the kindergarten project
First, the background and significance of the research
In the era of rapid development of science and technology and the emergence of a knowledge economy, good behavioral habits have become the minimum quality that modern people should possess. Good behavioral performance has also become an important content and main basis for measuring and evaluating quality education results. In China's early childhood education, long-term emphasis on knowledge transfer, intellectual development, special training, etc., and the lack of adequate attention and systematic education for the development of children's good behavior habits, I do not know, the early childhood stage is a critical period for the development of a person's behavioral habits. The famous educator Chen Heqin once said that nine out of human movements are habits, and most of these habits are cultivated in childhood. If they are not used well, they will suffer for the rest of their lives. Therefore, under the guidance of the educational philosophy of knowing and doing, and knowing and doing synergy, we must take practical measures to put quality education into practice and focus on the cultivation of good behavior habits in early childhood.
The "Guidelines for the Guidance of Kindergarten Education" also clearly states: "The moral education of kindergartens should be based on emotional education and the cultivation of good behavioral habits..." Chinese and foreign famous educators have a special discussion on this. Chinese educator Ye Shengtao said: "What? It is education. In a simple sentence, it is to develop good habits." Early childhood is the foundation stage of life. It can be seen that grasping this critical period and developing a series of good habits will benefit children for the rest of their lives.
Our garden is located in the suburbs of the suburbs. The migrant children are the main force of the students in our garden, accounting for 90% of the total park. Most of the children's parents are foreign farmers. They have to work for a living, have small businesses, and also have shackles. Waste. Most of the cultural literacy is not high, and I am busy with my livelihood all the time. I don’t pay enough attention to the education of young children. When the children are sent, some clothes are dirty, some are hairy, some are wearing slippers, some are swearing, and I don’t know how to say hello to the teacher. I don’t speak Mandarin, local dialects are very heavy, teachers, young children don’t understand, like to fight, speak loudly, etc., that is, children’s behavior habits are poor. For this outstanding problem, it is necessary for our kindergartens to have children. How to conduct research on good behavioral habits.
Second, the theoretical basis and practical value of the research.
Theoretical basis:
Mr. Ye Shengtao, a famous educator in China, once said: "Education is the cultivation of habits." Indeed, polite habits are good, ideology and morality are excellent; learning habits are good, and you can achieve excellent academic results. "Human movements are ninety-nine-years of habits, and most of these habits are cultivated in childhood. Habits are good, and they are blessed for life. If they are not well-fed, they will suffer for life."
The "Guidelines for the Guidance of Kindergarten Education" clearly states: "The moral education of kindergartens should be based on emotional education and the cultivation of good behavioral habits..." Mr. Chen Heqin, a famous Chinese educator, warned parents in "Personal Education": "Self- Being born to seven years old is the most important period in life. What habits, words, skills, thoughts, attitudes, and emotions should lay the foundation in this period. If the foundation is not stable, the sound personality will not be easy to build." Correct and reasonable starting education is much easier than correcting education.
Locke of the United Kingdom believes: "All education is attributed to the good habits of children, and often their own happiness is attributed to their own habits." Therefore, the development of good habits is very important for a person's life.
Practical value:
1. The needs of early childhood development
Early childhood is a crucial period for the development of human social behavior, emotional emotions, personality and cognition. It is also the period of the fastest development and the most plasticity in a person's life. If young children in this period do not receive scientific, appropriate, and good education, they will have an important impact on their future lives.
2, the needs of teacher development
Preschool teachers are the most important and basic force in kindergarten education. They are the most important and direct creators of high-quality early childhood education. The quality of kindergarten education depends on the improvement of the quality of kindergarten teachers.
With the improvement of teachers' social status and treatment, the society has put forward higher requirements for the quality of teachers. This requires teachers to continuously learn, new ideas, new ideas, and actively adapt to the needs of the new situation and social development, so that teachers In-service ethics, educational concepts, educational abilities, research capabilities, etc. have all been improved.
3. The need for kindergarten development
Young children are the true masters and clients of kindergartens, and the preparation of the physical environment highlights the development needs that suit them. Kindergarten is conducive to cultivating the good character of young children and is conducive to the development of children's intelligence.
As a basic education, in order to enrich the campus culture of kindergartens, enhance the connotation development of kindergartens, and enhance the ideological and political quality, theoretical level and business level of teachers, we must consider how young children develop. At the same time, the research of this topic will also lay a good foundation for the establishment of “Nanjing Standard Kindergarten” for kindergartens during the “11th Five-Year Plan” period.
Third, the definition of the subject
Migrant workers: It means that people who have been in the field have come to work and live because of their work and life needs. The children of migrant workers refer to their children.
Habit: It refers to the behavior that is fixed or practiced and fixed and becomes necessary. The essence of habit is “consciously automatic”, which is a behavior and tendency that automatically appears out of need.
Good habits refer to the steady and automated behaviors that are consistent with current social norms and the level of development of young children, in terms of health, morality and cognitive learning. Good habits are regular, clean and hygienic; independent, not obstructing others; habits that are conducive to personal development and social civilization. This good habit is formed through purposeful, planned exercises that enable young children to adapt better to social life.
The content of good behavior habits in early childhood can be divided into: good moral habits, good living habits, good
Hygienic habits and good study habits.
Fourth, research objectives
1. Through research, children can form good living hygiene habits, civilized polite habits, exchange and cooperation habits, study labor habits, etc., to promote the comprehensive development of children's body and mind, so that children can benefit for life.
2. Exploring effective ways and methods for educating young children to develop good habits.
3. Exploring how to guide the family and the kindergarten to cooperate and do a good job in the cultivation of children's good behavior habits.
V. Content of the research
1. Current status research: Investigate and analyze the existing habits of children of migrant workers, and clarify the performance and causes of children's bad behavior habits.
2. Literature research: the connotation, characteristics, principles, and basic theoretical research of this topic.
3. Content research: What aspects of the habits that should be developed during childhood are included.
4 Strategy research: ways and methods for children's habits to develop, how to develop good habits of young children in all aspects of daily life, in the state of home cooperation and in community activities.
5. Sub-topics: Research on the cultivation of civilized courtesy habits of children from migrant workers in kindergartens.
6. Sub-topics: Research on the cultivation of children's health habits of migrant workers in kindergartens.
7. Sub-topics: Research on the study of children's study habits of migrant workers in kindergartens.
Sixth, the main research methods used
1. Investigation method; through the preparation of scales and questionnaires, investigate the relevant situation of children, teachers and parents and the changes in the research process, and obtain authentic data.
2, the literature method: conscientiously study the modern educational theory, through theoretical study, review and collate the literature related to the subject to update the educational concept to ensure that the research process is scientific, reasonable and effective.
3, observation method: Through observation, find the bad habits of children and give timely correction counseling.
4. Case analysis method: analyze and compare special cases to obtain the characteristics of individuality and commonality.
5. Action Research Method: Researchers and practitioners go deep into educational practice. On the basis of full investigation and research, they screen out the practical problems of typical teaching, and then the researchers use various forms such as lectures and consultations. Provide theoretical guidance to help practitioners to systematically and spirally reflect on their own educational activities, thus continuously improving their educational practices. Educational action research contains two basic ideas: learning in practice; practitioners become researchers.
6. Summary method: The experimental teacher summarizes from the action research, and the research group forms a research report.
Seven, research steps and process arrangements
Research preparation stage
1. Collect and organize theoretical documents.
2. Organize teachers to learn theories in this regard.
3. Ask the experts to give lectures, guidance, and guidance to the park.
4. Formulate a sub-project implementation plan.
5. Invite the leaders of the district education departments and experts to open the discussion and put forward opinions, and further modify the implementation plan.
Project implementation stage
March XX
1. Analyze the basic situation of children in the whole park, conduct a questionnaire survey on the parents of the children, and understand some behavior habits of the children at home. include
2. Each class conducts case investigations, observation records, and follow-up guidance.
3. Theoretical study and guide practical research.
4. Summary of the research situation this month
April XX
1. Each class conducts activities to observe. Discuss the problems in the research
2. Theoretical study.
3. Summary of the research situation this month
May-June XX
1. Summary of the results of the phased research.
2. Invite experts to lead and guide the park.
3. Correct the deficiencies according to the summary situation and highlight the key points for research.
Project summary stage
1. Collect and organize the materials and bind the materials.
2. Each member carefully summarizes his research results, writes his own research experience and experience papers, and forms an anthology.
3. Each research group will make a serious summary, write a summary of the research of each sub-topic, and write a research report on the overall subject on this basis.
4. Promote research results, take the approach of coming in, go out,
5, the kindergarten will invite experts to the park to guide, identify research results, apply for questions
8. Analysis of the conditions for completing the research task of this subject
1. The leaders of the park attach great importance to it and participate in the research of the subject in person, and set up a special research group. Invite leading experts from the city and district to conduct demonstrations and guidance for the project.
2. The kindergarten will invest a certain amount of funds to ensure the smooth progress of the research.
3. The person in charge of the project is the head of the kindergarten. He has made outstanding achievements in the research results and the publication of the thesis, and has strong teaching and research capabilities and organizational skills. The heads of each sub-project are all key teachers in the garden, and have accumulated research work experience.
IX. Expected research results
1. Project research report.
2. Research papers.
3. Related activity picture data sets.
4. Theme activity plan
X. Division of main personnel of the research group
1. Fang Yunqin: Project Host Xiaoyi
2. Yao Yu: Researcher. Xiaogao
3. Yan Chunmei: Subject researcher. Primary one
4. Wang Changqin: Subject researcher. Primary one
5. Wei Xiaojing: Subject researcher. Primary one
6, Ji Jingping: subject researcher. Primary one
7. Yan Fang: Researcher
8. Ji Jiahong: Subject Researcher
Part 3: Implementation of the kindergarten project
First, the question is raised:
The Kindergarten curriculum is a means of achieving the purpose of kindergarten education and is a learning experience carefully selected and organized for young children. In recent decades, education reforms in various countries have regarded curriculum reform as an important link in educational research and child development. The curriculum is a bridge between connection theory and practice. Therefore, the study of kindergarten curriculum reform is currently in the field of early childhood education. Important research direction.
Reflection on practice:
1. Reflections on the problems in the kindergarten curriculum
For a long time, China's preschool education curriculum has been influenced by the knowledge center theory represented by the former Soviet Union. It emphasizes the instillation of knowledge, emphasizes the status and function of the educator, ignores the subjectivity of the educated, and completely alienates the educational object into a "container". As a result, children are “high scores and low energy”, which is not conducive to the development of individuality and the cultivation of practical ability. In recent years, with the deepening of the reform of early childhood education, kindergartens have increased the intensity of curriculum reform, trying to further overcome the phenomenon of teacher centers in the curriculum, pay more attention to the interests and needs of young children, and pay attention to the individual differences and different developments of young children. Claim. Along with this trend, courses such as activity courses, game courses, and generative courses have entered kindergartens, but new ideas have brought challenges while bringing changes. The first-line preschool teachers are the main body of educational practice. In practice, some teachers believe that children-centered can not have any intervention and requirements, over-emphasizing the nature of young children and weakening the guiding role of education, and fostering children to be self-centered. It is not conducive to the development of children's intellectual potential and the development of normative awareness. Some teachers know how to respect the children's main body and take children as the foundation. However, in order to master the correct training methods, the strategies adopted in the educational process are often out of touch with the ideals, and sometimes they often produce contradictory results. For example, teachers only express their respect for children from a mild educational attitude. However, under the mild appearance, the essence of controlling children's words and deeds has not changed. Teachers still use the scale of “educator”, and those who meet the “standards” of teachers The tree is a model. Anything that is not consistent is still eliminated. It does not really make the child the main body of life.
We believe that the disconnect between practice and concept is a major problem that hinders the deepening of education reform. To solve this contradiction, it is necessary to grasp the connotation and essence of the concept comprehensively, but it is necessary to master the intermediary of ideas and practice and interpret the correct educational concept. Effective educational behavior. From knowledge-centered to child-centered, from target model to process model; in theory, curriculum design, application and evaluation are based on three aspects of social culture, knowledge and child development, and in practice, teachers It is often difficult to achieve a balance between the three. Whether a curriculum model actually produces the desired effect is not only advanced in its own concept, but more importantly, it must conform to the reality of education and must have the possibility of implementation. Therefore, starting from the national conditions, exploring the garden-based curriculum that meets the needs of local society and the actual situation of the park has become the focus of this study.
2. Reflections on the original research of the park
The park is a four-level demonstration kindergarten in the whole army, Guangzhou Military Region, Guangxi, Nanning City. In order to deepen education reform and improve the quality of education, our park actively carries out education and scientific research, and has carried out the experimental research on the localization of Montessori education. Two topics in the study of autonomous games and the practice of children's subjective training. At the beginning of 20XX, we conducted a more comprehensive survey of the 20 classes in the whole park. After observing half-day activities, teacher discussion discussions, and parent survey feedback, we found that children's subjects in spontaneous activities such as regional activities and role games. Sexual performance is obvious. However, in some educational activities and living activities, the degree of child control is still high, and the subjectivity cannot be fully reflected. Young children's subjective consciousness, multi-faceted interest and positive emotional experience in the daily life have not been properly cultivated.
Facing the status quo, we have carried out profound reflections and gradually realized that from comprehensive education to “five major fields”, “active area teaching” and “activity courses”, we pay more attention to children’s “education” and ignore children. Life neglects the guidance of education on children's life, that is, guides young children to actively feel life, enrich life, create life with a positive individual consciousness, cultivate sentiment in life, cultivate personality, enlighten wisdom and develop ability.
The newly issued "Guidelines for the Guidance of Kindergarten Education" also clearly states: "Kindergartens should provide young children with a healthy and rich living and active environment to meet their multi-faceted development needs, so that they can benefit from physical and mental development in a happy childhood. experience of."
Rational thinking
1. The need for lifelong education and sustainable development:
The basic education in the 21st century regards the development of each student's potential, the development of healthy personality, and the initial formation of self-education, lifelong learning desires and abilities to adapt to future social development and change.
The newly promulgated "Guidelines for the Guidance of Kindergarten Education" in all areas of the objectives, content and requirements as well as organization and implementation, evaluation and other aspects, also consistently put the foundation and motivation for the development of lifelong learning of children at the core position, emphasizing the educational activities "It is in line with the actual needs of young children and is conducive to their long-term development." The target expressions in various fields use the vocabulary of “experience”, “feeling”, “like” and “happy”, which highlights the common emotions, attitudes and values of basic education. Its fundamental purpose is to enable children to continue their lifelong learning, to live with dignity and quality, not only in the future, but also in their real life. This makes us have to pay attention: Does the child get a positive emotional experience in kindergarten life? Are they learning and living happily? Is it becoming more and more passionate about learning or getting tired of learning? When you gain knowledge, do you experience self-esteem, self-confidence, mutual respect, or become inferior, negative, and indifferent? These must be one of the most important criteria for measuring the success or failure of education. Therefore, only by making each child develop potential and benign in a happy, confident and dignified kindergarten life can lay the foundation for lifelong learning and development.
2. Call for "humanistic care" and "happy life" in modern education
Promoting the comprehensive development of young children is the ultimate goal of early childhood education, and its core is to cultivate "complete children." Cultivating “complete children” means cultivating young children with complete personality, emphasizing human nature and the development of human nature. Early childhood education must regard children as a person, a relatively self-sustaining and constantly developing person with needs, dignity and motivation. Pay attention to children's interests, needs, personality, emotions, will, motivation, subjectivity, etc. Children, love, and so on.
The idea of humanistic education that was born and prevailed in the early 1970s put forward the idea of "humanistic care." The so-called "humanistic care" means that the curriculum should pay full attention to people, pay attention to people's living conditions and meaning of existence, pay attention to the generation, development and improvement of people, and pay attention to the value and significance of human life. As the basic stage of education and the foundation work of life, early childhood education should pay attention to the survival and living conditions of young children, guide children to a happy life, and pursue ideal personality in the process of happy life. The guidance of a happy life points to two aspects: one is to help young children actively develop their current life, so that children can fully feel the joy of childhood life; the second is to guide young children to take the initiative to grasp the future life and pursue a happy life. The two are inseparable and inseparable. Only by actively carrying out real life can we actively grasp the future; to actively grasp the future, we must actively live from now on.
In view of the above considerations, we have proposed a happy education course to overcome the shortcomings of the current kindergarten education, implement the spirit of the "Guidelines for the Guidance of Kindergarten Education", and form an educational program that effectively promotes the overall development of young children, creating a happy, fulfilling and healthy growth for young children. paradise.
The so-called happy education curriculum is to enable young children to actively enjoy their childhood life while cultivating their active learning and life, so that children can form good emotional and individual psychological qualities, develop good life, study, behavior habits, and get life and study. Basic attitudes and skills of communication.
The Happy Education Program is based on the objective laws of children's physical and mental development. It aims to cultivate a fully proactive human-oriented goal of “learning life, being willing to learn, and being willing to communicate”, starting from the interests, motives and needs of young children, through the creation and provision of Various educational environments, educational activities, and educational methods that are effective and suitable for the physiological and psychological age characteristics of children and individual differences, promote the overall physical, harmonious, healthy and independent development of young children.
The happiness education curriculum takes the developmental psychology theory, Rosie, Maslow's humanistic curriculum theory, and Dewey's child development-based theory as the theoretical basis of the curriculum.
Second, research ideas:
Research objectives:
1. Explore the target system of the Happy Education Curriculum for Kindergarten;
2. Explore the content of the Kindergarten Happy Education Program;
3. Explore the organizational forms and effective methods of the Happy Education Curriculum in Kindergarten;
4. Explore the evaluation indicators of the kindergarten happy education curriculum;
Framework concept:
1. Course mode design:
Many sources have shown that the overall integration of the curriculum has become an inevitable part of education. The target mode course is still prosperous, and its operation is strong and the effect is clearly visible. Many viewpoints of the process model do express the ideal of education, but his requirements for teachers are too high, and the value of his pursuit is relatively abstract. Therefore, from the current conditions of teachers, social consciousness and cultural values in China, Full adoption of this model, the final result may be counterproductive. Therefore, combined with China's national conditions, we combine the advantages of the two modes of the target model and the process model, using the combination of thematic education and the generated curriculum, combining the educational goals and contents with the children's interests and needs, and paying attention to the individual according to the "Outline" requirements. Differences promote the development of individuality for each child."
2. The goal setting of the course:
In order to cultivate people who are "willing to live, to be willing to learn, and to be willing to communicate" as the main line, the three areas of "life, study, and communication" and the age of children are two latitude lines, and the goal system of happy education curriculum is constructed. The target system contains the total target, the decomposition target, the hierarchical target, and the unit target.
The overall goal: based on the objective laws of children's physical and mental development, and to cultivate a full-spirited person who is "willing to learn, happy to live, and willing to communicate" as the overall goal, starting from the children's interests, motives and needs, through the creation and provision of various The educational environment, educational activities, and educational methods that are effective and suitable for the physiological and psychological age characteristics of children and the characteristics of individual differences, promote the overall, harmonious, healthy, and independent development of children's body and mind.
Decomposition goal: Decompose and build goals from the three areas of “life, study, and communication”.
Life goals:
Inspire children's love for nature, love family life, kindergarten life, love hometown, love the motherland; make children have healthy body, healthy psychology, certain self-care ability; active children's love for beauty, cultivate children's understanding of beauty Discover beauty, express beauty, and create beauty.
learning target:
Inspire and maintain the learning interest and motivation of young children, promote the gradual formation of enthusiasm and initiative of young children, and form good learning habits and attitudes; enable young children to gradually apply the knowledge or skills they have learned to daily life and try to use them. Solve some problems; cultivate young children's desire to explore, explore the heart, hands-on experiment and operation ability, and gradually cultivate children's learning ability.
Communication goals:
I am willing to interact with others, develop attitudes towards others, society, and cooperation, promote the formation and development of children's good personality and psychological quality; learn initial interpersonal skills.
Hierarchical goals: According to the cognitive characteristics and age characteristics of children at each stage, the hierarchical goals of children of all ages are formulated.
Unit goal: According to the level goal, combined with social needs, regional conditions, early childhood development needs, with emotional education and personality training as the focus, build a unit theme framework close to children's life; at the same time, teachers also based on the observation of children's daily life, Starting from the interests and needs of the children in this class, the theme of the unit is generated, and the goals are set according to the theme.
3. The content of the course is selected:
With the framework of “life, study, and communication” as the framework, the curriculum content is formulated around the goal. The content of the course is based on the following principles:
It should be forward-looking from the requirements of cultivating future talents;
It should be based on the local humanities background and rooted in local reality;
Should be combined with the real life experience of young children;
The interests and needs of children and individual children in this class should be considered;
Should be relatively stable, flexible, self-adjusting;
4. Organization and methods of curriculum implementation:
Based on the principle of holistic development, it emphasizes the flexibility of organizational form. That is to say, the organizational form of educational activities is subject to educational goals, educational content and the actual situation of young children, and flexible collective education activities, group educational activities and individual educational activities are carried out according to actual needs.
Expanding the educational approach: Under the guidance of the concept of “One-day life is the curriculum”, carry out collective education activities, special activity room activities, game activities, living activities, outdoor activities, pay attention to the combination of formal education activities and daily random educational activities, and pay attention to All aspects of a day's life foster positive attitudes and emotions, good habits and skills.
教育方法多樣化，重視運用現代與傳統的多種有效方法，根據幼兒的興趣、需要、年齡、個性特點，採用相應的方法和手段。
開發潛在課程的教育能量：
①創設有利於幼兒身心發展的物質環境：包括建設優美的園所大環境，如生活環境、自然環境；創設可供幼兒選擇的教育環境：如：建立幼兒閱覽室、美工活動室、音體室、感覺統合活動室、室內體育活動室、蒙台索利工作室等多種專項活動室以及角色遊戲長廊、多功能遊戲室、戶外體育場等遊戲環境；
②創設充滿尊重、理解、肯定與鼓勵的精神環境，全員教職工努力營造安全、溫馨、愉快的心理環境，是幼稚園能力真正成為孩子的樂園。
③建立“合作型”的家園關係，本著尊重、平等、合作的原則，爭取家長的理解、支持和主動參與，實現家園共育。
④充分利用社區自然環境、教育資源、擴展幼兒生活和學習的空間。
5、課程的評價：
日常形成性評價：主要通過對班級體進行整體性的定量評價，對典型事例進行個別性的定性描述。
終結性評價：主要通過一學期一次的教師主觀評價和一年一次的測試性評價，對課程的各個方面進行綜合性的評價。
三、課題實施
research method:
本研究主要採用行為研究法，由園領導、園科研室成員及具有一定理論基礎，且教育經驗豐富的教師組成研究小組，邊實踐、邊研究，在實踐基礎上形成方案，從實踐研究中形成思路，回到實踐中檢驗並形成經驗。
研究步驟：
第一階段：提出方案
1、組織全體教職工分組討論，總結教育教學經驗，發現教育工作中的不足。
2、以理論培訓與經驗交流相結合，幫助教師進一步更新教育觀念。
3、研究組集體討論，提出課程目標，選擇制定內容，調整課程結構，形成研究方案。
第二階段：方案實施階段
1、實施研究方案，收集、處理資料。
2、做好日常性評價及每學年進行一次終結性評價。
3、每學期召開一次全園教育工作討論會，不斷提出問題，解決問題。
4、做好撰寫論文、階段總結、教育個案等階段性成果。
第三階段：研究總結階段
1、撰寫課題研究報告。
2、整理、歸納有關資料，彙編課程研究專著。
3、做好結題準備。
四、預期成果:
1、課題研究報告；
2、相關問題的研究論文；
3、快樂教育案例及光碟；
4、《幼稚園快樂教育課程研究》專著；
篇四：幼稚園課題實施方案
One.課題提出的背景及意義
在信息瞬息萬變，知識加速更新的現在與未來，社會所需求的是具有自主獨立拼搏創造等精神的複合型人才。但據有關專家調查發現，目前幼兒素質發展中有部分孩子在以下幾方面表現不足：自信心不足；自卑感較強；交往能力弱；不敢主動提出自己的想法。這些劣勢在我們地處偏僻的農村孩子身上表現更甚，急切需要改變現狀，以培養出適應新時代發展的人才。
自主意識的培養不是一蹴而就的，它是一個從無到有，從低到高的發展過程，因此，自主意識的培養應從幼兒開始。
《綱要》指出遊戲是幼兒的基本活動，幼稚園教育應寓教育於遊戲之中。遊戲占據幼兒生活的大部分時間，在遊戲中，幼兒精神狀態輕鬆投入，能力強的孩子自選角色自主交往，還能克服各種困難，大膽提出建議，這些都為他們的社會性發展和素質的提高創造了條件。但還有相當一部分孩子不能大膽選擇遊戲，不敢主動與他人交往，事事跟在別人的後面，不能或不願評價自己與別人的行為，對自己缺乏信心，主動性差。因此，在遊戲中培養幼兒的自主意識、自主能力是目前極為迫切的任務，直接關係著幼兒現在和將來的發展。
two.課題的含義及研究目標。
課題的含義
遊戲中幼兒自主意識的培養是指幼稚園教師在了解幼兒已有經驗的基礎上，引導幼兒共同參與遊戲環境的創設，為幼兒提供豐富的遊戲環境及均等的遊戲機會，讓幼兒按自己的意願自由選擇遊戲，以自己的方式進行遊戲，在與材料和夥伴的相互作用中，共同分享遊戲帶來的快樂和經驗，促進幼兒主動性、獨立性、創造性的發展。
研究目標
通過課題的實施，運用適宜的有效環境，豐富的遊戲內容，有目的、有計畫地對教育對象施加影響，使幼兒能積極主動獨立地參加遊戲活動。 Specifically include:
1.對遊戲活動感興趣，能根據自己的意願選擇遊戲主題。
2.積極參與遊戲環境的創設與遊戲材料的製作，會選擇運用相應的材料。
3.在遊戲中主動與他人交往，逐漸學會與同伴協商分配角色，會合作。
4.能主動參與遊戲評價，會解決遊戲中碰到的困難，並提出合理的建議和要求
three.課題研究的內容及策略。
1.轉變教育觀念，重視遊戲中幼兒自主意識的培養。
首先，認真分析教育目標，自覺將培養幼兒的自主意識真正作為教育要達到的最終目標之一。多採用鼓勵表揚等正面教育手段，還孩子一片自由天空。
I. Design Intent: The "Guidelines for the Guidance of Kindergartens" clearly states that kindergartens must "actively develop sports activities suitable for young children." However, the only child nowadays is the jewel of the parents. The parents look forward to becoming a child, and they are hopeful of becoming a phoenix. In the family parenting, there is a phenomenon of heavy intelligence, light physical education, and light weight training. In addition, most families live in the high buildings of Xincun. Single-family, so the time for children to have outdoor activities is very small, and there is a general lack of exercise. In the actual work of kindergartens, the tangible activities of using sports equipment are often emphasized. The form is hot and the quality of sports is not high. There is a difference in the importance and significance of sports activities: some think that outdoor sports The venue of the event is large, the teachers are not well organized; some think that the sports activities are prone to accidents, or it is better to carry out less. As a result, outdoor sports activities in kindergartens often flow in form or stay on the plan, and the actual actual activity time and quality of the event cannot be guaranteed. In view of this, we actively implement the spirit of the "Outline", and on the basis of ensuring one hour of physical activity per day, adapting to local conditions and continuously optimizing the outdoor sports activities of kindergartens to further enhance the awareness of the importance of developing outdoor sports activities for young children. Really promote the comprehensive development of children's body and mind. In accordance with the spirit of the "Outline", the principles we follow in implementing the research institute have the following points:
1. The principle of purpose
Focusing on the development goals of young children, we will combine the various educational factors of kindergartens. The goal of education in the new "Outline" is to guide the development of early childhood development goals, and the development of hygiene in early childhood is the theoretical basis for setting goals. The characteristics of children's physical and mental development in our garden are the realistic basis for setting goals. According to the needs of achieving the goals, select the corresponding educational content, educational methods and means to overcome the phenomenon of the content of the past education work and ignore the purpose of education.
2. Developmental principles
The starting point and destination of children's sports activities are to promote the development of young children. Development is not only reflected in the growth of children's knowledge and skills, but also in the improvement of children's psychological function and physical quality. The development rules of young children not only follow the general rules, but also reflect individual differences. To this end, the guidance of kindergartens on children's sports activities must focus on promoting the harmonious development of children's body and mind and the overall improvement of quality. From observing and researching young children, we should understand the development needs of each child. According to the different characteristics of each child's development, it is necessary to teach each child to promote the full development of each child at different levels.
3. The principle of combining the leading role of teachers with the initiative of young children
The guidance for outdoor sports activities for young children should be a planned, purposeful educational impact on young children and a process to promote the overall development of young children. Therefore, the role of teachers should be reflected in the children's development needs, plans, and organize outdoor sports activities in kindergartens, to provide a good educational environment for young children, to stimulate and guide children to actively interact with the environment. Observing and guiding young children in the process of education, while playing a leading role of teachers, should fully realize that the development of young children is a proactive process. Without the active participation of young children, it is difficult to achieve good results in any education. Therefore, we must respect the interest and needs of young children, pay attention to and stimulate the internal motivation of young children, adjust the initiative and enthusiasm of young children, overcome the long-term tendency of teachers as the center, neglect the development needs of young children and the initiative of young children. At the same time, we must also pay attention to Prevent the emergence of new “children’s centers” and weaken the role of teachers.
4. Activity principle
Activities are the bridge between children and the environment, and are the basic way for the development of children's activities. Therefore, we should provide an appropriate educational environment according to the needs of early childhood development, carry out various forms of educational activities characterized by children's manual brains, and experience in various aspects to promote the initiative of young children to participate in activities.
5, the principle of integrity
Education in different forms, different aspects and different ways plays an important role in the development of young children. Therefore, we should give full play to the overall function of education, so that education in physical, intellectual, moral and aesthetic fields, various forms of educational processes, kindergartens and Family education has become an organic whole that is interrelated and mutually infiltrated. Overcome the phenomenon of ignorance and morality, heavy class light travel, kindergarten education and parent-child education.
Second, the research content:
1. We found that there are problems in sports gardens such as lack of sports equipment, low utilization rate, low purpose, and unreasonable equipment placement. We will study the use value of sports equipment in children's sports activities and seek to use sports reasonably. The law of the device. Make full use of community resources, fully collect waste materials and natural materials to produce all kinds of sports equipment; explore innovation, give full play to the various functions of sports equipment; adapt local conditions to choose appropriate sports equipment for young children.
2, sports activities in a variety of ways, and we often use the game method to organize children's exercises, the boring movements and physical exercises into a fun imitation activity or a plot of the game activities, so that children participate in activities easily and happily To achieve the goal of strengthening the system and promoting all-round development, we will carefully design new and varied game activities, carry out reforms in the form of address and content arrangement, and purposefully and systematically guide children to explore the gameplay and promote children's play. development of.
3. Guided by the curriculum theory, optimize the daily “one hour” outdoor sports activities for young children. The curriculum objectives are the soul of the curriculum. The development of good goals has the effect of regulating and guaranteeing the whole sports activities. However, for a long time, some teachers have been accustomed to implementing the daily “one hour” outdoor sports activities in accordance with the pre-programmed teaching content, focusing on the superficial form and lacking the target consciousness in the mind. We will strengthen the teacher’s garden training and establish Awareness of the goal, mastering the educational strategy of science. From the multi-dimensional effect of sports, the form of outdoor activities can be seen from a variety of angles, and more free space for children to play, making outdoor sports activities more distinctive.
Third, research methods:
1. In order to enable teachers to further establish the concept of development, master the general rules of children's participation in outdoor sports activities and the special laws of different aspects of development, it is easy to design educational activities according to development goals. Each goal is decomposed into several levels, forming a sequence of development from low to high. Teachers can select the target of the corresponding level according to the actual development of the child.
2. The goal of each sports activity is not only the basis for teachers to organize educational activities, but also the content, methods and means of education are determined according to the needs of achieving the goals.
Fourth, the organization of the event:
1. Organizational principles: Focus on the diversification of means and the richness of content. Emphasis is placed on promoting the realization of each decomposition goal through multiple repetitive experiences and fully exploiting development goals at all levels.
2, the basic form:
Individual activities: Teachers provide an environment based on the needs of current goals and the interests of young children, and the use of toys and materials to trigger active activities for young children. At the same time, teachers also pay attention to observe and guide young children during the activity, and give appropriate guidance to children who exercise one or several behaviors in a long period of time, so that children can develop through individual activities.
Group activities: The main role is to meet the different activities of children's activities, to take care of the different levels of development of children, to help teachers to teach people, to give individual guidance on physical exercise skills, to cultivate children's collective awareness, cooperation spirit and coordination of interpersonal relationships ability.
Collective activities: Group activities are based on the introduction of new knowledge and new skills in physical exercise. These aspects of knowledge and skills are suitable for teaching to children through group education.
The above three forms of activity are mutually integrated and mutually infiltrated, and the organic wholes that can be transformed into each other cannot be separated from each other.
V. Safeguard measures:
1. Conduct a weekly experience exchange, using lectures, discussions, conversations, mutual evaluations, debates, etc.
2. Conduct an outdoor sports public event every month and organize teachers to observe and comment.
3. Learn some theoretical guidance or excellent teaching plans from time to time to help teachers keep abreast of the latest concepts.
4. Conduct the evaluation of the effects of outdoor sports activities for children every quarter to grasp the effectiveness and progress of the research.
Sixth, the research process:
1. Preparation stage:
It mainly collects materials for research on optimizing outdoor sports activities for young children, organizes teachers to conduct learning, improves the theoretical level of teachers' guidance on optimizing outdoor sports activities for young children, determines the content of research, and establishes research groups.
2. Implementation stage:
Set goals and plans, measures. Organize the teacher to carry out the implementation plan, observe the child behavior observation record, collect data, and adjust the progress of the experiment in time.
3. Summary stage:
Mainly for the organization of materials, writing experimental reports, papers, summaries, compilation of the final questions.
Part 2: Implementation of the kindergarten project
First, the background and significance of the research
In the era of rapid development of science and technology and the emergence of a knowledge economy, good behavioral habits have become the minimum quality that modern people should possess. Good behavioral performance has also become an important content and main basis for measuring and evaluating quality education results. In China's early childhood education, long-term emphasis on knowledge transfer, intellectual development, special training, etc., and the lack of adequate attention and systematic education for the development of children's good behavior habits, I do not know, the early childhood stage is a critical period for the development of a person's behavioral habits. The famous educator Chen Heqin once said that nine out of human movements are habits, and most of these habits are cultivated in childhood. If they are not used well, they will suffer for the rest of their lives. Therefore, under the guidance of the educational philosophy of knowing and doing, and knowing and doing synergy, we must take practical measures to put quality education into practice and focus on the cultivation of good behavior habits in early childhood.
The "Guidelines for the Guidance of Kindergarten Education" also clearly states: "The moral education of kindergartens should be based on emotional education and the cultivation of good behavioral habits..." Chinese and foreign famous educators have a special discussion on this. Chinese educator Ye Shengtao said: "What? It is education. In a simple sentence, it is to develop good habits." Early childhood is the foundation stage of life. It can be seen that grasping this critical period and developing a series of good habits will benefit children for the rest of their lives.
Our garden is located in the suburbs of the suburbs. The migrant children are the main force of the students in our garden, accounting for 90% of the total park. Most of the children's parents are foreign farmers. They have to work for a living, have small businesses, and also have shackles. Waste. Most of the cultural literacy is not high, and I am busy with my livelihood all the time. I don’t pay enough attention to the education of young children. When the children are sent, some clothes are dirty, some are hairy, some are wearing slippers, some are swearing, and I don’t know how to say hello to the teacher. I don’t speak Mandarin, local dialects are very heavy, teachers, young children don’t understand, like to fight, speak loudly, etc., that is, children’s behavior habits are poor. For this outstanding problem, it is necessary for our kindergartens to have children. How to conduct research on good behavioral habits.
Second, the theoretical basis and practical value of the research.
Theoretical basis:
Mr. Ye Shengtao, a famous educator in China, once said: "Education is the cultivation of habits." Indeed, polite habits are good, ideology and morality are excellent; learning habits are good, and you can achieve excellent academic results. "Human movements are ninety-nine-years of habits, and most of these habits are cultivated in childhood. Habits are good, and they are blessed for life. If they are not well-fed, they will suffer for life."
The "Guidelines for the Guidance of Kindergarten Education" clearly states: "The moral education of kindergartens should be based on emotional education and the cultivation of good behavioral habits..." Mr. Chen Heqin, a famous Chinese educator, warned parents in "Personal Education": "Self- Being born to seven years old is the most important period in life. What habits, words, skills, thoughts, attitudes, and emotions should lay the foundation in this period. If the foundation is not stable, the sound personality will not be easy to build." Correct and reasonable starting education is much easier than correcting education.
Locke of the United Kingdom believes: "All education is attributed to the good habits of children, and often their own happiness is attributed to their own habits." Therefore, the development of good habits is very important for a person's life.
Practical value:
1. The needs of early childhood development
Early childhood is a crucial period for the development of human social behavior, emotional emotions, personality and cognition. It is also the period of the fastest development and the most plasticity in a person's life. If young children in this period do not receive scientific, appropriate, and good education, they will have an important impact on their future lives.
2, the needs of teacher development
Preschool teachers are the most important and basic force in kindergarten education. They are the most important and direct creators of high-quality early childhood education. The quality of kindergarten education depends on the improvement of the quality of kindergarten teachers.
With the improvement of teachers' social status and treatment, the society has put forward higher requirements for the quality of teachers. This requires teachers to continuously learn, new ideas, new ideas, and actively adapt to the needs of the new situation and social development, so that teachers In-service ethics, educational concepts, educational abilities, research capabilities, etc. have all been improved.
3. The need for kindergarten development
Young children are the true masters and clients of kindergartens, and the preparation of the physical environment highlights the development needs that suit them. Kindergarten is conducive to cultivating the good character of young children and is conducive to the development of children's intelligence.
As a basic education, in order to enrich the campus culture of kindergartens, enhance the connotation development of kindergartens, and enhance the ideological and political quality, theoretical level and business level of teachers, we must consider how young children develop. At the same time, the research of this topic will also lay a good foundation for the establishment of “Nanjing Standard Kindergarten” for kindergartens during the “11th Five-Year Plan” period.
Third, the definition of the subject
Migrant workers: It means that people who have been in the field have come to work and live because of their work and life needs. The children of migrant workers refer to their children.
Habit: It refers to the behavior that is fixed or practiced and fixed and becomes necessary. The essence of habit is “consciously automatic”, which is a behavior and tendency that automatically appears out of need.
Good habits refer to the steady and automated behaviors that are consistent with current social norms and the level of development of young children, in terms of health, morality and cognitive learning. Good habits are regular, clean and hygienic; independent, not obstructing others; habits that are conducive to personal development and social civilization. This good habit is formed through purposeful, planned exercises that enable young children to adapt better to social life.
The content of good behavior habits in early childhood can be divided into: good moral habits, good living habits, good
Hygienic habits and good study habits.
Fourth, research objectives
1. Through research, children can form good living hygiene habits, civilized polite habits, exchange and cooperation habits, study labor habits, etc., to promote the comprehensive development of children's body and mind, so that children can benefit for life.
2. Exploring effective ways and methods for educating young children to develop good habits.
3. Exploring how to guide the family and the kindergarten to cooperate and do a good job in the cultivation of children's good behavior habits.
V. Content of the research
1. Current status research: Investigate and analyze the existing habits of children of migrant workers, and clarify the performance and causes of children's bad behavior habits.
2. Literature research: the connotation, characteristics, principles, and basic theoretical research of this topic.
3. Content research: What aspects of the habits that should be developed during childhood are included.
4 Strategy research: ways and methods for children's habits to develop, how to develop good habits of young children in all aspects of daily life, in the state of home cooperation and in community activities.
5. Sub-topics: Research on the cultivation of civilized courtesy habits of children from migrant workers in kindergartens.
6. Sub-topics: Research on the cultivation of children's health habits of migrant workers in kindergartens.
7. Sub-topics: Research on the study of children's study habits of migrant workers in kindergartens.
Sixth, the main research methods used
1. Investigation method; through the preparation of scales and questionnaires, investigate the relevant situation of children, teachers and parents and the changes in the research process, and obtain authentic data.
2, the literature method: conscientiously study the modern educational theory, through theoretical study, review and collate the literature related to the subject to update the educational concept to ensure that the research process is scientific, reasonable and effective.
3, observation method: Through observation, find the bad habits of children and give timely correction counseling.
4. Case analysis method: analyze and compare special cases to obtain the characteristics of individuality and commonality.
5. Action Research Method: Researchers and practitioners go deep into educational practice. On the basis of full investigation and research, they screen out the practical problems of typical teaching, and then the researchers use various forms such as lectures and consultations. Provide theoretical guidance to help practitioners to systematically and spirally reflect on their own educational activities, thus continuously improving their educational practices. Educational action research contains two basic ideas: learning in practice; practitioners become researchers.
6. Summary method: The experimental teacher summarizes from the action research, and the research group forms a research report.
Seven, research steps and process arrangements
Research preparation stage
1. Collect and organize theoretical documents.
2. Organize teachers to learn theories in this regard.
3. Ask the experts to give lectures, guidance, and guidance to the park.
4. Formulate a sub-project implementation plan.
5. Invite the leaders of the district education departments and experts to open the discussion and put forward opinions, and further modify the implementation plan.
Project implementation stage
March XX
1. Analyze the basic situation of children in the whole park, conduct a questionnaire survey on the parents of the children, and understand some behavior habits of the children at home. include
2. Each class conducts case investigations, observation records, and follow-up guidance.
3. Theoretical study and guide practical research.
4. Summary of the research situation this month
April XX
1. Each class conducts activities to observe. Discuss the problems in the research
2. Theoretical study.
3. Summary of the research situation this month
May-June XX
1. Summary of the results of the phased research.
2. Invite experts to lead and guide the park.
3. Correct the deficiencies according to the summary situation and highlight the key points for research.
Project summary stage
1. Collect and organize the materials and bind the materials.
2. Each member carefully summarizes his research results, writes his own research experience and experience papers, and forms an anthology.
3. Each research group will make a serious summary, write a summary of the research of each sub-topic, and write a research report on the overall subject on this basis.
4. Promote research results, take the approach of coming in, go out,
5, the kindergarten will invite experts to the park to guide, identify research results, apply for questions
8. Analysis of the conditions for completing the research task of this subject
1. The leaders of the park attach great importance to it and participate in the research of the subject in person, and set up a special research group. Invite leading experts from the city and district to conduct demonstrations and guidance for the project.
2. The kindergarten will invest a certain amount of funds to ensure the smooth progress of the research.
3. The person in charge of the project is the head of the kindergarten. He has made outstanding achievements in the research results and the publication of the thesis, and has strong teaching and research capabilities and organizational skills. The heads of each sub-project are all key teachers in the garden, and have accumulated research work experience.
IX. Expected research results
1. Project research report.
2. Research papers.
3. Related activity picture data sets.
4. Theme activity plan
X. Division of main personnel of the research group
1. Fang Yunqin: Project Host Xiaoyi
2. Yao Yu: Researcher. Xiaogao
3. Yan Chunmei: Subject researcher. Primary one
4. Wang Changqin: Subject researcher. Primary one
5. Wei Xiaojing: Subject researcher. Primary one
6, Ji Jingping: subject researcher. Primary one
7. Yan Fang: Researcher
8. Ji Jiahong: Subject Researcher
Part 3: Implementation of the kindergarten project
First, the question is raised:
The Kindergarten curriculum is a means of achieving the purpose of kindergarten education and is a learning experience carefully selected and organized for young children. In recent decades, education reforms in various countries have regarded curriculum reform as an important link in educational research and child development. The curriculum is a bridge between connection theory and practice. Therefore, the study of kindergarten curriculum reform is currently in the field of early childhood education. Important research direction.
Reflection on practice:
1. Reflections on the problems in the kindergarten curriculum
For a long time, China's preschool education curriculum has been influenced by the knowledge center theory represented by the former Soviet Union. It emphasizes the instillation of knowledge, emphasizes the status and function of the educator, ignores the subjectivity of the educated, and completely alienates the educational object into a "container". As a result, children are “high scores and low energy”, which is not conducive to the development of individuality and the cultivation of practical ability. In recent years, with the deepening of the reform of early childhood education, kindergartens have increased the intensity of curriculum reform, trying to further overcome the phenomenon of teacher centers in the curriculum, pay more attention to the interests and needs of young children, and pay attention to the individual differences and different developments of young children. Claim. Along with this trend, courses such as activity courses, game courses, and generative courses have entered kindergartens, but new ideas have brought challenges while bringing changes. The first-line preschool teachers are the main body of educational practice. In practice, some teachers believe that children-centered can not have any intervention and requirements, over-emphasizing the nature of young children and weakening the guiding role of education, and fostering children to be self-centered. It is not conducive to the development of children's intellectual potential and the development of normative awareness. Some teachers know how to respect the children's main body and take children as the foundation. However, in order to master the correct training methods, the strategies adopted in the educational process are often out of touch with the ideals, and sometimes they often produce contradictory results. For example, teachers only express their respect for children from a mild educational attitude. However, under the mild appearance, the essence of controlling children's words and deeds has not changed. Teachers still use the scale of “educator”, and those who meet the “standards” of teachers The tree is a model. Anything that is not consistent is still eliminated. It does not really make the child the main body of life.
We believe that the disconnect between practice and concept is a major problem that hinders the deepening of education reform. To solve this contradiction, it is necessary to grasp the connotation and essence of the concept comprehensively, but it is necessary to master the intermediary of ideas and practice and interpret the correct educational concept. Effective educational behavior. From knowledge-centered to child-centered, from target model to process model; in theory, curriculum design, application and evaluation are based on three aspects of social culture, knowledge and child development, and in practice, teachers It is often difficult to achieve a balance between the three. Whether a curriculum model actually produces the desired effect is not only advanced in its own concept, but more importantly, it must conform to the reality of education and must have the possibility of implementation. Therefore, starting from the national conditions, exploring the garden-based curriculum that meets the needs of local society and the actual situation of the park has become the focus of this study.
2. Reflections on the original research of the park
The park is a four-level demonstration kindergarten in the whole army, Guangzhou Military Region, Guangxi, Nanning City. In order to deepen education reform and improve the quality of education, our park actively carries out education and scientific research, and has carried out the experimental research on the localization of Montessori education. Two topics in the study of autonomous games and the practice of children's subjective training. At the beginning of 20XX, we conducted a more comprehensive survey of the 20 classes in the whole park. After observing half-day activities, teacher discussion discussions, and parent survey feedback, we found that children's subjects in spontaneous activities such as regional activities and role games. Sexual performance is obvious. However, in some educational activities and living activities, the degree of child control is still high, and the subjectivity cannot be fully reflected. Young children's subjective consciousness, multi-faceted interest and positive emotional experience in the daily life have not been properly cultivated.
Facing the status quo, we have carried out profound reflections and gradually realized that from comprehensive education to “five major fields”, “active area teaching” and “activity courses”, we pay more attention to children’s “education” and ignore children. Life neglects the guidance of education on children's life, that is, guides young children to actively feel life, enrich life, create life with a positive individual consciousness, cultivate sentiment in life, cultivate personality, enlighten wisdom and develop ability.
The newly issued "Guidelines for the Guidance of Kindergarten Education" also clearly states: "Kindergartens should provide young children with a healthy and rich living and active environment to meet their multi-faceted development needs, so that they can benefit from physical and mental development in a happy childhood. experience of."
Rational thinking
1. The need for lifelong education and sustainable development:
The basic education in the 21st century regards the development of each student's potential, the development of healthy personality, and the initial formation of self-education, lifelong learning desires and abilities to adapt to future social development and change.
The newly promulgated "Guidelines for the Guidance of Kindergarten Education" in all areas of the objectives, content and requirements as well as organization and implementation, evaluation and other aspects, also consistently put the foundation and motivation for the development of lifelong learning of children at the core position, emphasizing the educational activities "It is in line with the actual needs of young children and is conducive to their long-term development." The target expressions in various fields use the vocabulary of “experience”, “feeling”, “like” and “happy”, which highlights the common emotions, attitudes and values of basic education. Its fundamental purpose is to enable children to continue their lifelong learning, to live with dignity and quality, not only in the future, but also in their real life. This makes us have to pay attention: Does the child get a positive emotional experience in kindergarten life? Are they learning and living happily? Is it becoming more and more passionate about learning or getting tired of learning? When you gain knowledge, do you experience self-esteem, self-confidence, mutual respect, or become inferior, negative, and indifferent? These must be one of the most important criteria for measuring the success or failure of education. Therefore, only by making each child develop potential and benign in a happy, confident and dignified kindergarten life can lay the foundation for lifelong learning and development.
2. Call for "humanistic care" and "happy life" in modern education
Promoting the comprehensive development of young children is the ultimate goal of early childhood education, and its core is to cultivate "complete children." Cultivating “complete children” means cultivating young children with complete personality, emphasizing human nature and the development of human nature. Early childhood education must regard children as a person, a relatively self-sustaining and constantly developing person with needs, dignity and motivation. Pay attention to children's interests, needs, personality, emotions, will, motivation, subjectivity, etc. Children, love, and so on.
The idea of humanistic education that was born and prevailed in the early 1970s put forward the idea of "humanistic care." The so-called "humanistic care" means that the curriculum should pay full attention to people, pay attention to people's living conditions and meaning of existence, pay attention to the generation, development and improvement of people, and pay attention to the value and significance of human life. As the basic stage of education and the foundation work of life, early childhood education should pay attention to the survival and living conditions of young children, guide children to a happy life, and pursue ideal personality in the process of happy life. The guidance of a happy life points to two aspects: one is to help young children actively develop their current life, so that children can fully feel the joy of childhood life; the second is to guide young children to take the initiative to grasp the future life and pursue a happy life. The two are inseparable and inseparable. Only by actively carrying out real life can we actively grasp the future; to actively grasp the future, we must actively live from now on.
In view of the above considerations, we have proposed a happy education course to overcome the shortcomings of the current kindergarten education, implement the spirit of the "Guidelines for the Guidance of Kindergarten Education", and form an educational program that effectively promotes the overall development of young children, creating a happy, fulfilling and healthy growth for young children. paradise.
The so-called happy education curriculum is to enable young children to actively enjoy their childhood life while cultivating their active learning and life, so that children can form good emotional and individual psychological qualities, develop good life, study, behavior habits, and get life and study. Basic attitudes and skills of communication.
The Happy Education Program is based on the objective laws of children's physical and mental development. It aims to cultivate a fully proactive human-oriented goal of “learning life, being willing to learn, and being willing to communicate”, starting from the interests, motives and needs of young children, through the creation and provision of Various educational environments, educational activities, and educational methods that are effective and suitable for the physiological and psychological age characteristics of children and individual differences, promote the overall physical, harmonious, healthy and independent development of young children.
The happiness education curriculum takes the developmental psychology theory, Rosie, Maslow's humanistic curriculum theory, and Dewey's child development-based theory as the theoretical basis of the curriculum.
Second, research ideas:
Research objectives:
1. Explore the target system of the Happy Education Curriculum for Kindergarten;
2. Explore the content of the Kindergarten Happy Education Program;
3. Explore the organizational forms and effective methods of the Happy Education Curriculum in Kindergarten;
4. Explore the evaluation indicators of the kindergarten happy education curriculum;
Framework concept:
1. Course mode design:
Many sources have shown that the overall integration of the curriculum has become an inevitable part of education. The target mode course is still prosperous, and its operation is strong and the effect is clearly visible. Many viewpoints of the process model do express the ideal of education, but his requirements for teachers are too high, and the value of his pursuit is relatively abstract. Therefore, from the current conditions of teachers, social consciousness and cultural values in China, Full adoption of this model, the final result may be counterproductive. Therefore, combined with China's national conditions, we combine the advantages of the two modes of the target model and the process model, using the combination of thematic education and the generated curriculum, combining the educational goals and contents with the children's interests and needs, and paying attention to the individual according to the "Outline" requirements. Differences promote the development of individuality for each child."
2. The goal setting of the course:
In order to cultivate people who are "willing to live, to be willing to learn, and to be willing to communicate" as the main line, the three areas of "life, study, and communication" and the age of children are two latitude lines, and the goal system of happy education curriculum is constructed. The target system contains the total target, the decomposition target, the hierarchical target, and the unit target.
The overall goal: based on the objective laws of children's physical and mental development, and to cultivate a full-spirited person who is "willing to learn, happy to live, and willing to communicate" as the overall goal, starting from the children's interests, motives and needs, through the creation and provision of various The educational environment, educational activities, and educational methods that are effective and suitable for the physiological and psychological age characteristics of children and the characteristics of individual differences, promote the overall, harmonious, healthy, and independent development of children's body and mind.
Decomposition goal: Decompose and build goals from the three areas of “life, study, and communication”.
Life goals:
Inspire children's love for nature, love family life, kindergarten life, love hometown, love the motherland; make children have healthy body, healthy psychology, certain self-care ability; active children's love for beauty, cultivate children's understanding of beauty Discover beauty, express beauty, and create beauty.
learning target:
Inspire and maintain the learning interest and motivation of young children, promote the gradual formation of enthusiasm and initiative of young children, and form good learning habits and attitudes; enable young children to gradually apply the knowledge or skills they have learned to daily life and try to use them. Solve some problems; cultivate young children's desire to explore, explore the heart, hands-on experiment and operation ability, and gradually cultivate children's learning ability.
Communication goals:
I am willing to interact with others, develop attitudes towards others, society, and cooperation, promote the formation and development of children's good personality and psychological quality; learn initial interpersonal skills.
Hierarchical goals: According to the cognitive characteristics and age characteristics of children at each stage, the hierarchical goals of children of all ages are formulated.
Unit goal: According to the level goal, combined with social needs, regional conditions, early childhood development needs, with emotional education and personality training as the focus, build a unit theme framework close to children's life; at the same time, teachers also based on the observation of children's daily life, Starting from the interests and needs of the children in this class, the theme of the unit is generated, and the goals are set according to the theme.
3. The content of the course is selected:
With the framework of “life, study, and communication” as the framework, the curriculum content is formulated around the goal. The content of the course is based on the following principles:
It should be forward-looking from the requirements of cultivating future talents;
It should be based on the local humanities background and rooted in local reality;
Should be combined with the real life experience of young children;
The interests and needs of children and individual children in this class should be considered;
Should be relatively stable, flexible, self-adjusting;
4. Organization and methods of curriculum implementation:
Based on the principle of holistic development, it emphasizes the flexibility of organizational form. That is to say, the organizational form of educational activities is subject to educational goals, educational content and the actual situation of young children, and flexible collective education activities, group educational activities and individual educational activities are carried out according to actual needs.
Expanding the educational approach: Under the guidance of the concept of “One-day life is the curriculum”, carry out collective education activities, special activity room activities, game activities, living activities, outdoor activities, pay attention to the combination of formal education activities and daily random educational activities, and pay attention to All aspects of a day's life foster positive attitudes and emotions, good habits and skills.
教育方法多樣化，重視運用現代與傳統的多種有效方法，根據幼兒的興趣、需要、年齡、個性特點，採用相應的方法和手段。
開發潛在課程的教育能量：
①創設有利於幼兒身心發展的物質環境：包括建設優美的園所大環境，如生活環境、自然環境；創設可供幼兒選擇的教育環境：如：建立幼兒閱覽室、美工活動室、音體室、感覺統合活動室、室內體育活動室、蒙台索利工作室等多種專項活動室以及角色遊戲長廊、多功能遊戲室、戶外體育場等遊戲環境；
②創設充滿尊重、理解、肯定與鼓勵的精神環境，全員教職工努力營造安全、溫馨、愉快的心理環境，是幼稚園能力真正成為孩子的樂園。
③建立“合作型”的家園關係，本著尊重、平等、合作的原則，爭取家長的理解、支持和主動參與，實現家園共育。
④充分利用社區自然環境、教育資源、擴展幼兒生活和學習的空間。
5、課程的評價：
日常形成性評價：主要通過對班級體進行整體性的定量評價，對典型事例進行個別性的定性描述。
終結性評價：主要通過一學期一次的教師主觀評價和一年一次的測試性評價，對課程的各個方面進行綜合性的評價。
三、課題實施
research method:
本研究主要採用行為研究法，由園領導、園科研室成員及具有一定理論基礎，且教育經驗豐富的教師組成研究小組，邊實踐、邊研究，在實踐基礎上形成方案，從實踐研究中形成思路，回到實踐中檢驗並形成經驗。
研究步驟：
第一階段：提出方案
1、組織全體教職工分組討論，總結教育教學經驗，發現教育工作中的不足。
2、以理論培訓與經驗交流相結合，幫助教師進一步更新教育觀念。
3、研究組集體討論，提出課程目標，選擇制定內容，調整課程結構，形成研究方案。
第二階段：方案實施階段
1、實施研究方案，收集、處理資料。
2、做好日常性評價及每學年進行一次終結性評價。
3、每學期召開一次全園教育工作討論會，不斷提出問題，解決問題。
4、做好撰寫論文、階段總結、教育個案等階段性成果。
第三階段：研究總結階段
1、撰寫課題研究報告。
2、整理、歸納有關資料，彙編課程研究專著。
3、做好結題準備。
四、預期成果:
1、課題研究報告；
2、相關問題的研究論文；
3、快樂教育案例及光碟；
4、《幼稚園快樂教育課程研究》專著；
篇四：幼稚園課題實施方案
One.課題提出的背景及意義
在信息瞬息萬變，知識加速更新的現在與未來，社會所需求的是具有自主獨立拼搏創造等精神的複合型人才。但據有關專家調查發現，目前幼兒素質發展中有部分孩子在以下幾方面表現不足：自信心不足；自卑感較強；交往能力弱；不敢主動提出自己的想法。這些劣勢在我們地處偏僻的農村孩子身上表現更甚，急切需要改變現狀，以培養出適應新時代發展的人才。
自主意識的培養不是一蹴而就的，它是一個從無到有，從低到高的發展過程，因此，自主意識的培養應從幼兒開始。
《綱要》指出遊戲是幼兒的基本活動，幼稚園教育應寓教育於遊戲之中。遊戲占據幼兒生活的大部分時間，在遊戲中，幼兒精神狀態輕鬆投入，能力強的孩子自選角色自主交往，還能克服各種困難，大膽提出建議，這些都為他們的社會性發展和素質的提高創造了條件。但還有相當一部分孩子不能大膽選擇遊戲，不敢主動與他人交往，事事跟在別人的後面，不能或不願評價自己與別人的行為，對自己缺乏信心，主動性差。因此，在遊戲中培養幼兒的自主意識、自主能力是目前極為迫切的任務，直接關係著幼兒現在和將來的發展。
two.課題的含義及研究目標。
課題的含義
遊戲中幼兒自主意識的培養是指幼稚園教師在了解幼兒已有經驗的基礎上，引導幼兒共同參與遊戲環境的創設，為幼兒提供豐富的遊戲環境及均等的遊戲機會，讓幼兒按自己的意願自由選擇遊戲，以自己的方式進行遊戲，在與材料和夥伴的相互作用中，共同分享遊戲帶來的快樂和經驗，促進幼兒主動性、獨立性、創造性的發展。
研究目標
通過課題的實施，運用適宜的有效環境，豐富的遊戲內容，有目的、有計畫地對教育對象施加影響，使幼兒能積極主動獨立地參加遊戲活動。 Specifically include:
1.對遊戲活動感興趣，能根據自己的意願選擇遊戲主題。
2.積極參與遊戲環境的創設與遊戲材料的製作，會選擇運用相應的材料。
3.在遊戲中主動與他人交往，逐漸學會與同伴協商分配角色，會合作。
4.能主動參與遊戲評價，會解決遊戲中碰到的困難，並提出合理的建議和要求
three.課題研究的內容及策略。
1.轉變教育觀念，重視遊戲中幼兒自主意識的培養。
首先，認真分析教育目標，自覺將培養幼兒的自主意識真正作為教育要達到的最終目標之一。多採用鼓勵表揚等正面教育手段，還孩子一片自由天空。
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