Kindergarten women's accounting
First, the guiding ideology
Seriously study current affairs politics, arm the mind with the "three represents," adhere to the implementation of the party's education policy, adhere to the post, study hard, and persist in "care for the children, serve the parents, and satisfy the society" and establish a good professional image. Show the spirit of contemporary women's self-reliance, self-improvement and self-love.
Second, work ideas
Organizational leadership
1. The activities are planned, targeted, and detailed. The work has specific business indicators, reports, and summary.
2. Communicate the relevant policies of the higher authorities in a timely manner and complete the tasks on time.
3. The leading group attaches great importance to the organization of women's organizations and leads by example.
Learning training
1. Study politics, study regulations, and study the Outline, improve teachers' political awareness, and teach according to law;
2, learners to standardize, for the teacher, establish a good image of the teacher;
3. Encourage teachers to participate in refresher classes, learn knowledge, learn skills, and constantly improve business standards.
4. Carry out various forms of activities such as “new and old”, “going out, please come in” and “communication work experience” to help each other and improve together.
Work competition
1. Actively participate in the work, always ask yourself to complete the task with the rules.
2. Based on this position, we will carry out activities such as “Quality Class Evaluation”, “Teacher Talent Show” and “Good Teacher in My Heart” to enrich teachers' lives and improve business standards.
Other work
1. Use the “parent school”, “home visit”, “community parenting education activities”, “parental activities”, “publicity reports” and other channels to promote scientific parenting knowledge.
2. Responding to the call of the Women's Federation, carrying out the “Poverty Alleviation and Difficulties” campaign, appropriately reducing the tuition fees of poor students, and participating in donation assistance activities.
3. Give full play to the specialty of female teachers who can sing and dance, and serve the community public welfare undertakings.
4. Assist the group to carry out the work.
Fourth, the event arrangement
March: 1. Participate in the celebration of Women's Day on March 8th; 2. Launch the Women's Day celebrations in the park; 3. Community parenting education activities 4. Study abroad.
April: 1, teacher quality class selection activities; 2, experimental class parents open day; 3, go out to study
May: 1. Teacher talent show activities; 2. Assist the group to carry out the activities of the May Fourth Youth Festival; 3. Study abroad
June: 1. Selected “a good teacher in my mind”; 2. Going out to study; 3. Celebrating the parent-child activities. Kindergarten education activities are a purposeful and planned activity. Therefore, before the event, teachers need to conduct The necessary preparations. A day plan is a written plan prepared by a teacher to organize a day or half-day event. Formulating a daily plan can reduce the uncertainty of teachers' organization activities, find a sense of direction, and make the concept of the curriculum plan better implemented in daily activities by means of the conception and operation of the daily plan. in. Therefore, for a long time, regardless of the teacher or the head of the school, the formulation and management of the daily plan are highly valued.
As a means of achieving educational goals, the Japanese plan, as an "intermediary" from concept to practice, is constantly being promoted by the wind of teaching reform. All kinds of inquiry and innovation have given new connotations and strategies for the formulation of Japanese plans, and they have also injected vitality. However, after all, it has been a long time to run on the habit of habit. Looking at the formulation and management of the daily plan, it still reveals the old traces that are not consistent with modern educational concepts and values. The problem is both the plan itself and the misconduct or management in the implementation of the plan. In summary, there are several gaps:
First, the gap between the plan preset and the child's instant generation
The formulation of the daily plan is like the drawing design before the building. It is the operational process and specific strategy that the designer conceives after completing the set goals and analyzing the constituent elements under the guidance of certain ideas. The difference is that the house is built. Pointing to a relatively static object, usually the "drawing" once it is shaped, the building process will not be easily changed. The daily plan points to the living person. Therefore, on the one hand, the daily plan can not be "full", "full", and try to "target" the child. On the other hand, the teacher is active in the plan. Whether the conception and arrangement are in line with the cognitive structure and interest points of young children, is it conducive to the achievement of the goal, and remains to be tested in practice. Therefore, implementation does not mean that the plan is carried out in full accordance with the plan. However, in real-life activities, especially in some public activities, whenever the presupposition conflicts with the needs or standards of young children, teachers tend to care more about their own plans, sparks of unique insights, ideas and thoughts from young children. And the incomprehensible questions are lack of sensitivity, lack of enthusiasm, or "passing" their intentions to young children, or incorporating the ideas of young children into their own orbits. It seems that, if it is planned, I should follow the "Tao" and should not "deviate from the road". Moreover, because of "precise presupposition, it reduces the sensitivity to the needs of young children."
Second, the development of the plan and the overall concept of the gap
In the first phase of the curriculum reform, the understanding of the kindergarten curriculum has broken through the boundaries of the discipline. It is considered that “the kindergarten curriculum is a combination of activities that help young children to obtain meaningful learning experiences and promote their harmonious development of mind and body.” From this concept, in kindergartens , Activities that have a positive impact on early childhood development should be included in the day plan as much as possible. However, from the daily plan on the surface, there are still heavy teaching, other signs of light, teaching "big belly", life, sports and games have been taken over. Performance 2, the expression of specific activity objectives is not appropriate. The goal is the starting point and the starting point of the activity. The ultimate goal of the kindergarten curriculum is to refine the specific behavioral goals, that is, the goals that can be achieved and the goals that can be achieved, so that teachers can consciously select materials, educational programs and strategies. And the way of working with young children, and through the actual operation, to achieve the goal. Therefore, the “positioning” of specific activity objectives will directly affect the direction and effectiveness of the activities, and a well-written activity goal should be used to successfully express or communicate the teacher's intentions to people. However, the deficiencies manifested in the daily plan, a target bias, or a bias towards immediate intellectual knowledge goals, or biased towards long-term goals such as affection and attitude, are not enough; the two goals are vague, especially smart and affectionate. The description of sexual goals is inconsistent with the lack of clarity and operability; the three expressions are arbitrary, and the “cultivation” angle is suddenly “achieved” and the “thoughts” are confused. All of the above aspects reflect the gap between the overall concept and the overall concept.
Third, the gap between the plan presupposition and the development needs of young children
Planning is an advanced concept of activity, and different programs often have different time requirements. For example, the semester program is generally brewed before the start of the semester, and the monthly plan is always drafted at the beginning of the month. According to current routine practices or management requirements, the daily plan is usually developed one or two weeks ahead of schedule, and even three or four weeks ahead. We believe that properly planning the day plan to make the teacher's preparation work more abundant, not to "play unprepared battles" due to sudden tasks, but also to facilitate the guidance and management of the teacher's planning work. However, in fact, due to too much advancement, the teacher's daily plan, including the positioning of the target, the choice of content, the choice of methods, and the current development and needs of young children have a large gap. A large area of decline, it is necessary to have a wide range of adjustments. Doesn't this bring waste of time and energy? What's more, there are still some teachers who are not very good at or are not willing to adjust their plans according to the "latest development zone" of young children. Therefore, in the management of the daily plan, the emphasis on advance planning is often more harmful than good.
In addition, Shanghai's current "two education, one insurance or half guarantee" system, adults in the class, can only effectively promote the overall development of young children if they work together as a "war." However, there are some kindergartens and the cooperation and coordination between the class adults is not enough. This is not only reflected in the lack of communication between the teachers and the caregivers in the life and education of the children, even if there is a lack of necessary links between the teachers. Every job is busy. This way of working has also formed a gap between the development needs of young children and the overall development.
1. Highlight the concept of "someone in the eye" and carry out a "elastic" design.
The indifference to people in educational work and the lack of concern for human development are probably a phenomenon of alienation in the process of educational evolution. The second phase of the curriculum reform seeks to highlight the concept of “child-oriented development”. On the one hand, we must change the traditional "injection" teaching, from the teacher's "teaching" to "teaching people", from focusing only on their own design to focusing on the child's reaction. On the other hand, the curriculum or activity we advocate is a process of “knowing and solving various problems in the natural development of life” rather than “a set of fixed content that must be executed at a certain time”. Third, our education is for people who are living and have a complete life. They are active in thinking, imaginative, and like to "learn according to their own outlines" or "to learn to change their outlines into their own outlines." In the course of activities, they will inevitably generate a large number of uncertain factors and immediate education. scene. These characteristics and factors have placed demands on our teachers for flexible design projects.
First, the class schedule of one-day activities should be flexible, that is, the time for each activity to be carried out is not calculated too tightly in advance, and there is room for flexibility to adjust according to the actual activity state of the child at that time, or to extend or advance.
Second, when pre-designing a painting, especially a teacher-initiated event, don't design the project to be "full of calculations." Instead, leave a flexible space for children to have time, have the opportunity to generate new ideas, create new sparks, and ensure independent thinking activities to complete the learning tasks.
Third, we must also be good at researching some "elastic" design strategies, the second phase of curriculum reform, highlighting "child-oriented development", and encouraging teachers to change from the designers and implementers of fixed projects to the designers of flexible projects. Executor. And the focus of the evaluation is on whether the design is in line with the actual situation of young children, and whether it is "children in their hearts." To this end, it is particularly important to study the methods and strategies of “elastic” design. For example, "two-way" questions, such as multi-angle predictions for children's "response", and starting from this, design a variety of guidance programs and so on. An accomplished middle school teacher Zeng Yanlu, his classroom teaching reforms fell on one point, that is, at the beginning of each class, about 5 minutes, let students ask questions according to yesterday's teaching content, and ask students with no questions to answer For several years, the student’s learning style has undergone qualitative changes, from passive passive acceptance learning to proactive absorption and questioning. From low-level and low-level questions to high-level and quality questions, from superficial answers to questions with deep connotations... Can this “5-minute” question and answer be regarded as “elastic” design? Or is it a specific strategy that reflects the "elastic" design thinking? We really look forward to everyone's research and creation of "flexible" design methods and strategies. With the "elastic" preset. Coupled with the "people in the eyes" in the implementation process, we can make our education "do more with less."
2. Depending on the nature of the event, a differentiated design is made.
Although the curriculum of the kindergarten points to one-day activities, the formulation of the teacher's day plan should point to all aspects. However, due to the different nature and characteristics of each activity, different designs should be promoted when formulating plans. From the nature of activities, one-day activities mainly include learning, games, life, and sports. Therefore, these four The plan for class activities is different. Learning activities are activities based on teacher presupposition. Generally speaking, the plan should reflect the “full process”, that is, from the goal position, textbook selection, activity mode, program arrangement and organization form, all need teachers. Make comprehensive design and arrangement, and strive to move closer to the requirements of “unique concept, novel method, and means media”. Game activities involve both the accumulation and understanding of experience, and the emotional experience and reaction. In order for children to get the most out of their gains, they need to be open-minded and motivated to explore. These characteristics determine, dominate the activity scenarios and structures more loosely and more openly than other activities, and more reflect the characteristics of infant-initiated and autonomous generation.
Therefore, the teacher's plan should reflect the characteristics of local planning, that is, teachers based on long-term goals and children's interests and status, mainly in presenting stimulating and guiding experience stimuli, including time, space, materials, psychological atmosphere and activity rules. The aspect is widely revealed. Life activities are different from the nature of learning and games, and they emphasize emulation and practice in life. Therefore, the plan can make a brief reminder from the two aspects of guiding requirements and guiding design. The guiding requirements can focus on the teacher's key observation and understanding of the child, and the individual guiding requirements of the activity itself. Guided design mainly refers to some ideas that teachers make to guide children to achieve their goals, including preparation, form, and guidance methods. Sports activities are generally divided into guides, group activities, and relaxation activities in chronological order. Therefore, generally speaking, The plan can be directly carried out in this sequence. If necessary, the basic part can be further expanded into content and methods, and thus the specific activities and guiding behaviors are stated. Of course, the daily plan is like other protection problems. There are immutable patterns that apply to all activities, and here are just the most general hints.
3. Different designs are encouraged based on the individual characteristics of the teacher.
In theory, the daily plan is a product of individualization and contextualization. Due to the different experiences, habits and personality characteristics of teachers, the formulation of daily plans often varies greatly in format and presentation. If you like to write detailed lesson plans, while others like to write a few notes as a memo; some like to use a table format to state the workflow and methods, while others prefer to use the description to start the whole process: some are used to "fine" Chewing slowly, the water flows long, while others are "big-bang", in one go. What's more, there is not only a "right" way of expressing a day plan. Therefore, the administrative staff's management of the teacher's plan must respect the original foundation of the teacher and respect the teacher's "preference" and "personalization characteristics. It is not appropriate for various reasons, such as facilitating project management, facilitating preparation, or coping with All aspects of the inspection, etc., in the planning management, put forward too-and-reform requirements, including the "time-out" requirements of the plan, the format or form of the expression, and the limitation of the number of words. In particular, it should not be passed simply. The horizontal comparison of the teacher's daily plan to judge and evaluate the attitude of the teacher's work, but should focus on the teacher's work process itself, focusing on the coordination between teachers and the level of effort and input in the whole activity. Today, In the context of vigorously advocating for children to have a relaxed development space, as a evaluator and manager of teacher work, it is necessary to have a "teacher-oriented" management philosophy, and allow and encourage teachers to actively explore under the macroscopic norms. Create a personalized table that is both useful and valuable, and that is best for you, easy to remember, think, implement, and modify. Way to truly be effective the date the plan. This is probably also the "liberation" of one aspect of the teachers.
Seriously study current affairs politics, arm the mind with the "three represents," adhere to the implementation of the party's education policy, adhere to the post, study hard, and persist in "care for the children, serve the parents, and satisfy the society" and establish a good professional image. Show the spirit of contemporary women's self-reliance, self-improvement and self-love.
Second, work ideas
Organizational leadership
1. The activities are planned, targeted, and detailed. The work has specific business indicators, reports, and summary.
2. Communicate the relevant policies of the higher authorities in a timely manner and complete the tasks on time.
3. The leading group attaches great importance to the organization of women's organizations and leads by example.
Learning training
1. Study politics, study regulations, and study the Outline, improve teachers' political awareness, and teach according to law;
2, learners to standardize, for the teacher, establish a good image of the teacher;
3. Encourage teachers to participate in refresher classes, learn knowledge, learn skills, and constantly improve business standards.
4. Carry out various forms of activities such as “new and old”, “going out, please come in” and “communication work experience” to help each other and improve together.
Work competition
1. Actively participate in the work, always ask yourself to complete the task with the rules.
2. Based on this position, we will carry out activities such as “Quality Class Evaluation”, “Teacher Talent Show” and “Good Teacher in My Heart” to enrich teachers' lives and improve business standards.
Other work
1. Use the “parent school”, “home visit”, “community parenting education activities”, “parental activities”, “publicity reports” and other channels to promote scientific parenting knowledge.
2. Responding to the call of the Women's Federation, carrying out the “Poverty Alleviation and Difficulties” campaign, appropriately reducing the tuition fees of poor students, and participating in donation assistance activities.
3. Give full play to the specialty of female teachers who can sing and dance, and serve the community public welfare undertakings.
4. Assist the group to carry out the work.
Fourth, the event arrangement
March: 1. Participate in the celebration of Women's Day on March 8th; 2. Launch the Women's Day celebrations in the park; 3. Community parenting education activities 4. Study abroad.
April: 1, teacher quality class selection activities; 2, experimental class parents open day; 3, go out to study
May: 1. Teacher talent show activities; 2. Assist the group to carry out the activities of the May Fourth Youth Festival; 3. Study abroad
June: 1. Selected “a good teacher in my mind”; 2. Going out to study; 3. Celebrating the parent-child activities. Kindergarten education activities are a purposeful and planned activity. Therefore, before the event, teachers need to conduct The necessary preparations. A day plan is a written plan prepared by a teacher to organize a day or half-day event. Formulating a daily plan can reduce the uncertainty of teachers' organization activities, find a sense of direction, and make the concept of the curriculum plan better implemented in daily activities by means of the conception and operation of the daily plan. in. Therefore, for a long time, regardless of the teacher or the head of the school, the formulation and management of the daily plan are highly valued.
As a means of achieving educational goals, the Japanese plan, as an "intermediary" from concept to practice, is constantly being promoted by the wind of teaching reform. All kinds of inquiry and innovation have given new connotations and strategies for the formulation of Japanese plans, and they have also injected vitality. However, after all, it has been a long time to run on the habit of habit. Looking at the formulation and management of the daily plan, it still reveals the old traces that are not consistent with modern educational concepts and values. The problem is both the plan itself and the misconduct or management in the implementation of the plan. In summary, there are several gaps:
First, the gap between the plan preset and the child's instant generation
The formulation of the daily plan is like the drawing design before the building. It is the operational process and specific strategy that the designer conceives after completing the set goals and analyzing the constituent elements under the guidance of certain ideas. The difference is that the house is built. Pointing to a relatively static object, usually the "drawing" once it is shaped, the building process will not be easily changed. The daily plan points to the living person. Therefore, on the one hand, the daily plan can not be "full", "full", and try to "target" the child. On the other hand, the teacher is active in the plan. Whether the conception and arrangement are in line with the cognitive structure and interest points of young children, is it conducive to the achievement of the goal, and remains to be tested in practice. Therefore, implementation does not mean that the plan is carried out in full accordance with the plan. However, in real-life activities, especially in some public activities, whenever the presupposition conflicts with the needs or standards of young children, teachers tend to care more about their own plans, sparks of unique insights, ideas and thoughts from young children. And the incomprehensible questions are lack of sensitivity, lack of enthusiasm, or "passing" their intentions to young children, or incorporating the ideas of young children into their own orbits. It seems that, if it is planned, I should follow the "Tao" and should not "deviate from the road". Moreover, because of "precise presupposition, it reduces the sensitivity to the needs of young children."
Second, the development of the plan and the overall concept of the gap
In the first phase of the curriculum reform, the understanding of the kindergarten curriculum has broken through the boundaries of the discipline. It is considered that “the kindergarten curriculum is a combination of activities that help young children to obtain meaningful learning experiences and promote their harmonious development of mind and body.” From this concept, in kindergartens , Activities that have a positive impact on early childhood development should be included in the day plan as much as possible. However, from the daily plan on the surface, there are still heavy teaching, other signs of light, teaching "big belly", life, sports and games have been taken over. Performance 2, the expression of specific activity objectives is not appropriate. The goal is the starting point and the starting point of the activity. The ultimate goal of the kindergarten curriculum is to refine the specific behavioral goals, that is, the goals that can be achieved and the goals that can be achieved, so that teachers can consciously select materials, educational programs and strategies. And the way of working with young children, and through the actual operation, to achieve the goal. Therefore, the “positioning” of specific activity objectives will directly affect the direction and effectiveness of the activities, and a well-written activity goal should be used to successfully express or communicate the teacher's intentions to people. However, the deficiencies manifested in the daily plan, a target bias, or a bias towards immediate intellectual knowledge goals, or biased towards long-term goals such as affection and attitude, are not enough; the two goals are vague, especially smart and affectionate. The description of sexual goals is inconsistent with the lack of clarity and operability; the three expressions are arbitrary, and the “cultivation” angle is suddenly “achieved” and the “thoughts” are confused. All of the above aspects reflect the gap between the overall concept and the overall concept.
Third, the gap between the plan presupposition and the development needs of young children
Planning is an advanced concept of activity, and different programs often have different time requirements. For example, the semester program is generally brewed before the start of the semester, and the monthly plan is always drafted at the beginning of the month. According to current routine practices or management requirements, the daily plan is usually developed one or two weeks ahead of schedule, and even three or four weeks ahead. We believe that properly planning the day plan to make the teacher's preparation work more abundant, not to "play unprepared battles" due to sudden tasks, but also to facilitate the guidance and management of the teacher's planning work. However, in fact, due to too much advancement, the teacher's daily plan, including the positioning of the target, the choice of content, the choice of methods, and the current development and needs of young children have a large gap. A large area of decline, it is necessary to have a wide range of adjustments. Doesn't this bring waste of time and energy? What's more, there are still some teachers who are not very good at or are not willing to adjust their plans according to the "latest development zone" of young children. Therefore, in the management of the daily plan, the emphasis on advance planning is often more harmful than good.
In addition, Shanghai's current "two education, one insurance or half guarantee" system, adults in the class, can only effectively promote the overall development of young children if they work together as a "war." However, there are some kindergartens and the cooperation and coordination between the class adults is not enough. This is not only reflected in the lack of communication between the teachers and the caregivers in the life and education of the children, even if there is a lack of necessary links between the teachers. Every job is busy. This way of working has also formed a gap between the development needs of young children and the overall development.
1. Highlight the concept of "someone in the eye" and carry out a "elastic" design.
The indifference to people in educational work and the lack of concern for human development are probably a phenomenon of alienation in the process of educational evolution. The second phase of the curriculum reform seeks to highlight the concept of “child-oriented development”. On the one hand, we must change the traditional "injection" teaching, from the teacher's "teaching" to "teaching people", from focusing only on their own design to focusing on the child's reaction. On the other hand, the curriculum or activity we advocate is a process of “knowing and solving various problems in the natural development of life” rather than “a set of fixed content that must be executed at a certain time”. Third, our education is for people who are living and have a complete life. They are active in thinking, imaginative, and like to "learn according to their own outlines" or "to learn to change their outlines into their own outlines." In the course of activities, they will inevitably generate a large number of uncertain factors and immediate education. scene. These characteristics and factors have placed demands on our teachers for flexible design projects.
First, the class schedule of one-day activities should be flexible, that is, the time for each activity to be carried out is not calculated too tightly in advance, and there is room for flexibility to adjust according to the actual activity state of the child at that time, or to extend or advance.
Second, when pre-designing a painting, especially a teacher-initiated event, don't design the project to be "full of calculations." Instead, leave a flexible space for children to have time, have the opportunity to generate new ideas, create new sparks, and ensure independent thinking activities to complete the learning tasks.
Third, we must also be good at researching some "elastic" design strategies, the second phase of curriculum reform, highlighting "child-oriented development", and encouraging teachers to change from the designers and implementers of fixed projects to the designers of flexible projects. Executor. And the focus of the evaluation is on whether the design is in line with the actual situation of young children, and whether it is "children in their hearts." To this end, it is particularly important to study the methods and strategies of “elastic” design. For example, "two-way" questions, such as multi-angle predictions for children's "response", and starting from this, design a variety of guidance programs and so on. An accomplished middle school teacher Zeng Yanlu, his classroom teaching reforms fell on one point, that is, at the beginning of each class, about 5 minutes, let students ask questions according to yesterday's teaching content, and ask students with no questions to answer For several years, the student’s learning style has undergone qualitative changes, from passive passive acceptance learning to proactive absorption and questioning. From low-level and low-level questions to high-level and quality questions, from superficial answers to questions with deep connotations... Can this “5-minute” question and answer be regarded as “elastic” design? Or is it a specific strategy that reflects the "elastic" design thinking? We really look forward to everyone's research and creation of "flexible" design methods and strategies. With the "elastic" preset. Coupled with the "people in the eyes" in the implementation process, we can make our education "do more with less."
2. Depending on the nature of the event, a differentiated design is made.
Although the curriculum of the kindergarten points to one-day activities, the formulation of the teacher's day plan should point to all aspects. However, due to the different nature and characteristics of each activity, different designs should be promoted when formulating plans. From the nature of activities, one-day activities mainly include learning, games, life, and sports. Therefore, these four The plan for class activities is different. Learning activities are activities based on teacher presupposition. Generally speaking, the plan should reflect the “full process”, that is, from the goal position, textbook selection, activity mode, program arrangement and organization form, all need teachers. Make comprehensive design and arrangement, and strive to move closer to the requirements of “unique concept, novel method, and means media”. Game activities involve both the accumulation and understanding of experience, and the emotional experience and reaction. In order for children to get the most out of their gains, they need to be open-minded and motivated to explore. These characteristics determine, dominate the activity scenarios and structures more loosely and more openly than other activities, and more reflect the characteristics of infant-initiated and autonomous generation.
Therefore, the teacher's plan should reflect the characteristics of local planning, that is, teachers based on long-term goals and children's interests and status, mainly in presenting stimulating and guiding experience stimuli, including time, space, materials, psychological atmosphere and activity rules. The aspect is widely revealed. Life activities are different from the nature of learning and games, and they emphasize emulation and practice in life. Therefore, the plan can make a brief reminder from the two aspects of guiding requirements and guiding design. The guiding requirements can focus on the teacher's key observation and understanding of the child, and the individual guiding requirements of the activity itself. Guided design mainly refers to some ideas that teachers make to guide children to achieve their goals, including preparation, form, and guidance methods. Sports activities are generally divided into guides, group activities, and relaxation activities in chronological order. Therefore, generally speaking, The plan can be directly carried out in this sequence. If necessary, the basic part can be further expanded into content and methods, and thus the specific activities and guiding behaviors are stated. Of course, the daily plan is like other protection problems. There are immutable patterns that apply to all activities, and here are just the most general hints.
3. Different designs are encouraged based on the individual characteristics of the teacher.
In theory, the daily plan is a product of individualization and contextualization. Due to the different experiences, habits and personality characteristics of teachers, the formulation of daily plans often varies greatly in format and presentation. If you like to write detailed lesson plans, while others like to write a few notes as a memo; some like to use a table format to state the workflow and methods, while others prefer to use the description to start the whole process: some are used to "fine" Chewing slowly, the water flows long, while others are "big-bang", in one go. What's more, there is not only a "right" way of expressing a day plan. Therefore, the administrative staff's management of the teacher's plan must respect the original foundation of the teacher and respect the teacher's "preference" and "personalization characteristics. It is not appropriate for various reasons, such as facilitating project management, facilitating preparation, or coping with All aspects of the inspection, etc., in the planning management, put forward too-and-reform requirements, including the "time-out" requirements of the plan, the format or form of the expression, and the limitation of the number of words. In particular, it should not be passed simply. The horizontal comparison of the teacher's daily plan to judge and evaluate the attitude of the teacher's work, but should focus on the teacher's work process itself, focusing on the coordination between teachers and the level of effort and input in the whole activity. Today, In the context of vigorously advocating for children to have a relaxed development space, as a evaluator and manager of teacher work, it is necessary to have a "teacher-oriented" management philosophy, and allow and encourage teachers to actively explore under the macroscopic norms. Create a personalized table that is both useful and valuable, and that is best for you, easy to remember, think, implement, and modify. Way to truly be effective the date the plan. This is probably also the "liberation" of one aspect of the teachers.
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