Industry_news
致力于幼儿少儿脑力开发、逻辑思维培养,海外游学等多种国际教育项目
The essence of de primary school is to stick to children's p
  • 来源:未知
  • 作者:admin
  • 发布时间:2020-04-09 09:22
  •  次浏览
The essence of de primary school is to stick to children's position
On the surface, kindergarten going to primary school means that kindergarten should reject primary school teaching content, primary school teaching method, primary school education environment and primary school evaluation method. In essence, it is actually to stick to and defend children's position. Children's position, in short, means that education should start from children and start from the reality of children's physical and mental development to think about children's growth and development. Only by recognizing children's stand can education cultivate hedges and chrysanthemums between kindergartens and primary schools, so that every child has a happy childhood. To do this, we must deal with the following relationships:
 
 
 
De primary school teaching content, emphasizing the life of kindergarten curriculum
 
 
 
Many kindergartens teach Chinese Pinyin, literacy, calculation, English and other primary school courses in advance, and provide homework for children. Kindergartens have become an early extension of primary education. In fact, as for what the kindergarten should teach and what the children should learn in the kindergarten, the famous educator Tao Xingzhi's "life education theory" has long told us: life is education. We know that 3-6-year-old children's physical development is not yet mature, and their thinking is still based on specific image thinking. Their cognition of the objective world starts from perception, and specific, image and intuitive perception are the characteristics of children's learning.
 
 
 
"Guide" clearly points out: Children's learning is based on direct experience, in the game and daily life. Therefore, kindergarten education should excavate educational resources from real life, link all kinds of educational contents with children's real life, combine educational activities with children's life activities, and put education in one-day activities, so that nature and society can become children's learning materials.
 
 
 
De primary school teaching mode, emphasizing game as the main form of learning
 
 
 
The tendency of kindergarten's primary school teaching mode is mainly manifested in that the teachers in the classroom mainly adopt the collective teaching mode commonly used in primary school, and take classes according to the content of teaching materials, which are usually teachers' speaking, children's listening, teachers' doing, children's watching, teachers' reading, children's following reading, and lack of intuitive and vivid teaching toy operation and game activities. This is supposed to be a happy childhood lit by games, but it is bound by rote knowledge too early.
 
 
 
As Whitehead, a British educationist, said, "as far as education is concerned, cramming knowledge and sluggish thinking are not only meaningless, but also extremely harmful - the greatest sorrow is that the best things are eroded.". Games are children's needs, rights and learning styles. Mr. Chen Heqin has long said that game is the life of children. Game is work, work is game.
 
 
 
Children in kindergartens are in the period of perceiving the world with their senses. Games provide children with the opportunity of direct perception, practical operation and personal experience for their study and exploration. Children in games are free and independent, happy in body and mind, focused, quick in thinking, rich in imagination and creativity. Games not only awaken children's desire for knowledge, but also stimulate children's interest in learning 。
De primary education environment, emphasizing environmental creation and utilization centered on children
 
 
 
Environment is a kind of recessive educational resource. The effect and influence of environment on human has long been the consensus of people. However, there are still many kindergarten teachers around us who have a poor understanding of the value of creating and using the environment. The children's classrooms are filled with neatly arranged desks and chairs, and there is no corner activity matching the educational content, let alone the environment and materials that can be operated and explored by themselves to meet the individual needs of children. A small number of teaching aids, game materials and books are neglected in the most humble corner of the classroom, where children cannot find the environment and materials they are interested in.
 
 
 
How to make the environment become the third teacher of children, how to make the environment play its due educational value, then we must adhere to the position of creating and using the environment centered on children, starting from children, take children's needs, children's life, children's participation and children's attention as the starting point, foothold and focus of creating and using the environment, and conform to children's age characteristics And hobbies, create an independent, open, variable, operable and practical game area, be good at using the advantaged natural resources and natural environment, and provide more semi-finished products or some safe and sanitary low structure materials, so that children can gain experience accumulation in the interaction with materials.
 
 
 
De primary school evaluation mode, emphasizing the cultivation of children's learning quality
 
 
 
The tendency of kindergarten education in primary school is also reflected in the evaluation standards and methods for children. Some teachers take the words written well, the arithmetic questions done correctly, the English words memorized well as other contents as the criteria to evaluate children, and the amount of knowledge and skills mastered by children as the basis to evaluate the quality of children's education. In this kind of education evaluation system which emphasizes results and neglects process, teachers don't care about children's interest points, how children learn, what difficulties they encounter in learning, what magic moments they have, the cultivation and attention of children's social and emotional fields, and the individual differences of children.
 
 
 
The guide clearly states that it is forbidden to use a ruler to measure all children. Children's positive attitude and good behavior tendency in the process of learning are valuable qualities for lifelong learning and development. Therefore, education evaluation should be based on respecting and protecting children's curiosity, and promote children's good learning quality from the perspective of positive initiative, serious focus, not afraid of difficulties and dare to try to explore.
 
 
 
In an art class of painting dinosaurs, he always worked hard and easily distracted in winter and winter. He was very attentive and serious. Other children handed in their works one after another. Only he lowered his head and added clothes to dinosaurs. Mr. Wang stroked Dong Dong's head and said: "today, Dong Dong's painting is very serious and attentive. He can sit in his own position and insist on the integrity of the dinosaur painting. The teacher wants to give you some praise." Wang's evaluation is not to point to the skill of painting dinosaurs in Dongdong, but to evaluate Dongdong's good learning quality in painting activities.
 
 
 
The author thinks that it is a firm stand to regard the learning quality of children as the content and way of education evaluation. Because education should not only respect children's current age characteristics, hobbies and personality characteristics, but also point to children's future sustainable development. Only by adhering to the educational evaluation of children's position can we really inspire and guide their healthy and happy growth.