2019 Kindergarten Garden Training Program

First, the name of the training program

"Integration of Rural Resources into Group Teaching to Improve Teachers' Teaching Practice Ability"

Second, the status quo of the teaching staff

After three years of training in the garden, the activities of our teachers in the use of activity materials, activity organization, random education, class organization, etc. have been greatly improved, especially the development of folk games in our park. After continuous learning and discussion by our teachers, we have grasped the use of folk games. However, there are still some problems in the field of education and teaching in our teacher group. For example, in the theme, what kind of generating activities are needed by children? How should teachers discover and choose the generation activities; emphasize the grasp of the relationship between generation and presupposition, teachers should be good at capturing the opportunity of education and achieve effective generation. Teachers often see the value of activities when they generate activities, but teachers can't do well how to use the value of teaching content. This phenomenon indicates that teachers lack the initiative and depth of teaching activities. In addition, the curriculum awareness is relatively weak. In the selection of teaching content, the teacher uses the teaching material as the basis for determining the content of the course, equating the teaching content with the teaching material, and arguing that the teaching should be “centered on the teaching material”, ignoring the curriculum objectives, the interest of children and the development of physical and mental development. Levels play an important role in determining the content of the course.

Therefore, based on the actual situation of our park, we will carry out targeted training to synchronize the growth of teachers with the progress of work, let the construction of the teaching staff and the development of kindergartens advance with the times, form a training work with the characteristics of our park, and become my garden. The focus of this training work.

Third, the question is raised

Nature is a living education, and vast natural resources have always been widely used in rural kindergartens . Children build and shape with soil; they are decorated with stones and beans; they are operated with leaves and straw; they are planted and raised, and so on. How to make the combination of local materials and modernization that are exuding earthy materials become a topic for teachers. This requires our teachers to walk into the nature around us to discover and explore the hidden educational value and wisdom in nature, and to continuously learn relevant theoretical knowledge. Based on this, we will introduce the natural forces around us into the collective teaching classroom.

The garden-based training of our park will start with the integration of rural resources into group teaching and enhance teachers' teaching practice ability, and guide teachers to integrate “rural resources” into group teaching activities, in the process of summarizing and reflecting on the theme activities. Seeking professional guidance, theoretical support; the teacher's self-cultivation, basic skills, knowledge structure update and improvement have a great role in promoting.

Fourth, the purpose of the training

1. Taking "integration of rural resources into group teaching and improving teachers' teaching practice ability" as the carrier, the instructors will effectively carry out teaching practice activities, gradually improve teachers' ability to develop and utilize rural resources, creatively use teaching materials, and effectively generate activities.

2. Let the teacher become the main body of the study of "integration of rural resources into collective teaching". It is not a bystander, not a foil, but a true researcher and personal experience. It promotes teachers' craving, learning and application of education and teaching theory, and enhances teacher education. Teaching theory level.

3. Taking "integration of rural resources into collective teaching" as the research subject, focusing on exploring the practical wisdom of teachers, the spirit of teamwork of teachers, focusing on the collective educational cooperation of teachers, and promoting individual professionalization of teachers in the process of designing activities, implementing activities, and reflecting activities. development of.

V. Training objects and forms

Training target: all in-service teachers

Training form: Take a variety of training forms based on concentrated participation and teacher self-reflection. Including special studies, topic seminars, case teaching, teaching observation, and collaborative exchanges.

Sixth, training content

Educational theory

1. Learn the "Guidelines for Kindergarten Guidance." Through teachers' self-study and group learning, we can understand the key points of educational goals and content requirements, organization and implementation of educational activities, and evaluation of educational activities.

2. Presupposition theory learning: "What is rural resources?"

"Development and Utilization of Rural Resources"

“How rural resources are integrated into group teaching activities”

The study of the above theory will be carried out in the form of self-study, group learning and mutual communication according to the actual situation of the training.

3. The teacher self-study notes several articles and conducts theoretical exchange activities twice.

Special lecture: Invite the director to give a lecture on "How to Analyze the Textbook".

Experience sharing: "Effective implementation of goals"

Collective teaching activity design evaluation

On-site observation and discussion

Taking "Integration of Rural Resources into Collective Teaching" as the main body, through discussion of activities and ideas - observe teaching practice - self-review - collective discussion - form an improvement program - return to the teaching site - bring together practical experience - share educational wisdom The model carries out one lesson and two research activities.

1. Theoretical study supports the development of the park

Continue to study and implement the new "Outline" and the new curriculum concept as the core, organize teachers to revisit the theory of preschool education, learn the frontier theory, enable teachers to constantly update their knowledge reserves, broaden the knowledge structure, change the traditional curriculum concept, and gradually improve their professional quality, Adapt to the needs of elementary education.

Through modern multimedia means, network technology, etc., learn about the theme of "integration of rural resources into group teaching activities." Constantly accumulate relevant theoretical knowledge and make a strong foundation for seminar activities.

Continue the good habit of “reading activities”, learn some knowledge related to “rural resources”, and do a good job of excerpting and recording work in a timely manner. While constantly charging yourself, strengthen the theoretical knowledge in this area.

2. Let experience analysis become the starting point for motivation

Through the platform of teaching and research activities, the teachers gather in the self-continuous learning, discovery, and exploration, swim the experience analysis side, use the experience to observe and analyze the decision-making objects and the environment, and propose methods for consulting opinions and solutions.

3. Collision of thoughts, forming an intersection of ideas

In the garden-based training activities, the viewpoints put forward by the teachers are discussed, exchanged, summarized, and some viewpoints with educational value are selected, and relevant materials are collected according to these viewpoints to go deep into the collective teaching activities.

Taking the viewpoint of discussion as a powerful theoretical basis for collective teaching, through the collection of materials and the design of teaching activities, rural resources are integrated into collective teaching.

4. Case analysis, self-reflection

Case analysis is a good way to grow ourselves. Through the real entry into the classroom, the fragments that occur in the collective activities will be elaborated around a certain point, and how to better use the rural resources in the classroom strategy or after the activities to reflect the case exchange.

5. One lesson and two research to further improve teaching ability

A comprehensive review of the basic format and requirements of the event design allows the teachers to understand the standard design. After the observation, the target is positioned, the form, content, method and other aspects of the integration are analyzed. After discussion, more perfect design ideas and activities are proposed. Then, the teacher practices, observes and discusses again, and summarizes the teacher. Our ideas can be further improved.

6. Listen to each other and learn from each other.

In this academic year, we have adopted the theme of “Integration of Rural Resources into Group Teaching”. Through colleagues' mutual lectures, we found the highlights of our activities, and we can talk about our own ideas in combination with the actual situation, and use the platform of communication to enhance the teaching experience of education.

Eight, training management

1. Teachers who participate in training must attend training on time, and they must not be late, leave early, or absent without reason.

2. Participating teachers must strictly abide by the discipline of study and take good care of the training notes.

3. During the learning process, actively participate in the discussion, boldly express their opinions and opinions, and summarize in time.

Nine, assessment methods

Training hours, credits

Concentrated theoretical study: 9 class hours; special lectures: 5 class hours; teaching activities display and discussion: 36 class hours; activity evaluation: 2 class hours; case discussion: 8 class hours; total 60 class hours. 24 credits.

Assessment method

Process assessment: 20%; teaching demonstration activities: 50%; case writing in analysis and assessment; 10%; activity design evaluation 10%; abstract theory assessment: 10%.

The assessment points are excellent, good, qualified, and unqualified.

Note:

Process assessment: assess the learning performance, attitude, participation level, operation status and attendance of the participating teachers.

Teaching demonstration activities: Based on the teaching scale, the teachers' teaching practice ability is assessed.

Case writing and analysis, observation notes, and abstract review of the theory: each two articles, which are inspected by the head of the teaching and research team, and the appropriate period and quality of the assessment period.