(1) Introduce the source of the discussion and throw out the discussion points.
Moderator: As we all know, kindergarten health education actually includes two parts. Which two parts are they?
Teachers on stage and off stage: physical education and health education.
Moderator: Yes. What we are going to discuss today is an important part of the kindergarten health field-health education. Through the previous investigation, we know that teachers are unwilling to organize such activities in practical work, and everyone's confusion mainly focuses on the following questions (showing PPT): What does the kindergarten health education activity include? How do teachers choose and determine its depth and difficulty? How can health education activities be more interesting and effective? How to grasp the relationship between health education and scientific activities? Today, we discuss these issues, hoping that through today's discussion, we can provide effective reference and help for organizing health education activities in the future.
(2) The first stage of discussion: to clarify the related concepts and educational values of health and health education.
1. Please describe the image of healthy children in a few words.
Teacher 1: Self-confidence
Teacher 2: Lively and sociable.
Teacher 3: Good health, coordinated movements,
Teacher 4: Brave, lively and happy.
Teacher 5: cheerful personality and strong physique.
Teacher 6: Face the difficulties bravely.
Moderator: Health includes both physical health and mental health. "Healthy children are not only healthy children, but also happy, positive, bold, confident, sociable and fearless children." (show PPT)
Analysis: Through the description of the image of healthy children, we can further understand the basic connotation of health, including physical health and mental health. Teachers have formed a * * * understanding of this concept, but in the process of communication, some teachers speak loosely and do not say "words" as required. As the host of teaching and research, I should intervene in time, emphasize the requirements of speaking and help teachers grasp the key words.
2. What is the value orientation of the goal of infant health education?
Moderator: There are four general goals in the health field in the outline. Which of these four goals is a statement of health education?
Seminar teacher on stage 1:? 0? 1? 6? 5? 0? 6 (4) is fine.
On-stage seminar teacher 2: 0? 1? 6? 5? 0? All six are true.
Teacher 3: Health education includes two aspects, one is health, and the other is physical exercise. The content of article 4 is mainly physical exercise, so the answer is the first three.
Moderator: Indeed, the goal is to express health education. From the description of the objectives in the Outline, we can find that China actually attaches great importance to health education. Through the analysis of the goals in the field of health, at least the following understanding can be drawn: in the future work, we should pay equal attention to health education and sports instead of physical education.
Moderator: Next, let's analyze what kind of educational value these three goals imply.
Teacher on the stage: First, physical and mental harmony. Second, pay equal attention to protection and exercise. Third, pay attention to the formation of healthy behavior.
……
Moderator: That's right. It seems that everyone's analysis of the target is thorough. The goal in the field of health tells us that children's physical health and mental health are inseparable, and mastering necessary health care knowledge and improving self-protection ability are the focus of children's health education; Paying attention to the formation of healthy behavior is the core goal of infant health education.
Analysis: Clarifying the value orientation of health education can help teachers accurately grasp the goals and tasks of health education, and design and organize health education activities with a direction. Through the analysis of the objectives in the health field in the Outline, teachers also realized the importance of health education. When talking about the educational value implied by the goal of health education, the teachers rushed to answer, and the answers were very accurate and consistent, indicating that everyone was prepared.
(3) Show ppt and ask the participating teachers to talk about the contents of health education.
Moderator: the value orientation of the goal is clear, and the actual educational content needs to be used as a carrier to achieve the goal. What is the content of health education? I have a few small questions. Let's test you first (show PPT)
Question 1: The main contents of kindergarten health education are: a, children's daily life habits education b, children's body awareness and protection education c, children's diet nutrition education d, and children's safety education.
Teacher: ABCD.
Teacher: ABCD.
(All answers): ABCD.
Question 2: Daily habits include: a. Basic methods of washing hands and brushing teeth; B, care about the surrounding environment; C. use handkerchiefs or paper towels; D, put away the movable appliances and keep the toys clean and tidy.
On-stage seminar teacher (Qi A): ABCD is everything.
Question 3: Are these the contents of health education? (True or False) A, know the body shape, know and protect the five senses B, know the common foods, explore their characteristics C, know the safety signs, obey the traffic rules D, and pay attention to safety when playing with large equipment.
On-stage discussion teacher 1: ABC is ok.
Teacher 2: ABCD is all right.
Teacher 3: ACD is fine.
Teacher 4: Abd is right.
Moderator: Please explain your reasons.
On-stage seminar teacher 1: Answer D doesn't seem to belong to the field of health, so it's not sure and a little vague.
The teacher's 2: 4 answer seems to be correct, but I'm not entirely sure about answer B.
Teacher 3: The first half of answer B is healthy, and the second half seems to be not very fond of it. It is more like the content of scientific activities, as if it is not necessary to know the characteristics of food for healthy activities.
The teacher's answer to 4: c on the stage is a bit like the content of scientific activities, but I'm not sure. I'm a little unsure whether this answer is right or wrong.
Moderator: Answers C and D are all about safety education. Do they belong to the category of health education?
On-stage seminar teacher (Qi A): Both C and D are right.
Moderator: Now our focus is on the second question. We invite Mr. Li Junzi, an expert in teaching science, to talk about his own views.
Li Junzi: Although both health education activities and scientific activities have knowledge about food, the former focuses on guiding children to take the initiative to accept food, while the latter focuses on exploring the characteristics of food. So I don't think B is the content of health education.
……
The host guides you to review the contents of health education (read with PPT)
Analysis: Judging from the teachers' answers to the questions, there is no difference between the first question and the second question, but there are many answers to the third question, which shows that the teachers don't know much about the specific content of health education activities and are somewhat vague. The last contradiction focuses on question B, which reflects that teachers are confused about health education and science education. It also proves the necessity of designing this problem. Teacher Li Junzi's speech brought us back to the core educational value of health education and science education. At this point, the problem is solved.
(4) Please ask the participating teachers to speak freely and talk about the significance of health education to children's lifelong development.
On-stage seminar teacher 1: Healthy body is the foundation of children's future study, life and work.
Teacher 2: Children who are bold and confident can adapt to collective life faster and better and express themselves better.
On-stage seminar teacher 3: Children who are willing to communicate can better adapt to society in the future growth process.
Teacher 4: Brave children can face difficulties better, be more optimistic about their future study, work and life, and be psychologically healthier.
……
Analysis: The significance of health education to children's development is self-evident. This link aims to strengthen this awareness and transfer this awareness to educational practice.
3. The second stage discussion: discuss the design points of health education activities.
(1) How to determine the goal of health education? Taking the small class health activity "Understanding Eyes, Ears, Mouth and Nose" as an example, what is the difference between cognitive activities and scientific activities in observing and comparing health activities?
On-stage seminar teacher 1: Take the activity of "eyes, ears, nose and mouth" as an example, health activities tend to know the five senses and guide children to know how to protect them.
Teacher 2: The focus of scientific activities should be to guide children to find the position of the five senses and understand their functions.
……
Teacher 3: The goal of our teaching activity is to "learn some simple methods to protect eyes, ears, mouth and nose and develop good hygiene habits." We think this should be the focus of health education activities.
Teacher Li Junzi: As a scientific activity, I will aim at understanding the names, appearance characteristics and positions of eyes, ears, mouth and nose, and emphasize the cultivation of children's observation ability. For example, the order and detail of observation.
Moderator: In the early stage, we also did relevant teaching and research in kindergarten. We made a comparison between health and scientific observation, and the result of the discussion coincides with today's (show ppt). The focus of health education activities is to let children learn how to protect themselves, use their eyes (ears, mouth and nose) scientifically and correctly, and gradually develop habits. Observational cognitive science activities focus on helping children acquire ways to observe things.
Analysis: the goal is the starting point and destination of the activity. Whether the goal positioning is accurate or not will directly affect the educational effect of the activity. There are many similarities between health education activities and observation-based scientific activities. By comparison, we can better help you to define the goal direction of health education. From the teachers' discussion, most teachers set the goals of health education and observing cognitive science activities very similar, aiming at "knowing the eyes, ears, mouth and nose, understanding their functions and how to protect them", which shows that everyone can't accurately grasp the core values of the two. Presenting the difference between the two in the form of a chart has played a role in clarifying the context and thinking.
(2) How to design the process of health education.
Moderator: Grasping the goal orientation of health activities, then we will have a guideline for setting goals in the future. Next, how to design the process under such a target requirement? This is also a matter of great concern to everyone.
A. How to stimulate children's interest in participating in activities?
Instructor 1: I organized a big class health activity "gourmet trip". In the introduction, the teacher asks questions first, and then organizes the children to exchange ideas. I think this is the introduction of conversation.
Lecturer 2: My introduction method should also be talking. What do children like to eat first? Then I sum up and sort it out on the basis of their communication.
On-stage seminar teacher 1: the introduction method of "knowing eyes, ears, mouth and nose" in small class health activities is to look directly into the mirror. Can it be said to be an observation method?
Teacher 2: I think children can't say that they are observing by operating the mirror directly.
Moderator: For the time being, we will call this method of directly operating the material import activity operation method. Have we used other methods in organizing health activities?
Teacher 3: I used the method of game import. For example, Understanding the Five Senses uses the listening and speaking game I Say What You Mean and the music game Little Clap.
On-stage seminar teacher 4: You can also use children's songs to import, such as "gargle song"; There is also the introduction of riddles. For example, when I organized "I love teeth", I asked the children to guess riddles first, and the children were very interested.
Teacher 5: There are also methods of scene introduction. For example, letting several children or teachers play roles and perform can also stimulate children's interest.
Teacher 6: You can also use multimedia to demonstrate situational performances.
The host summarized the methods discussed by the teachers and showed the PPT.
Analysis: The main task of the lead-in link is to clarify the purpose and stimulate interest. The design of this link is interlinked with other fields. Teachers have rich practical experience, so what they say has substance. On the basis of discussion, the host summarized and sorted out in time, and * * * extracted five common import methods. That is, game import, situation import, work import, dialogue import and operation import.
B. How to help children establish correct health cognition?
On-stage seminar teacher 1: "Learn to order recipes" establishes health awareness by letting children look at wall charts, and "food trip" is conducted through courseware.
Teacher Liu: It's good to use courseware. However, teachers should pay attention to that there are many things that we can't directly observe, which can help children observe more carefully and clearly, and objects or phenomena that can be directly observed don't have to be courseware.
Teacher 2: We can also let children enjoy music works, such as Mavis Fan's "Healthy Songs", "I Love Bathing" and the middle class song "Sliding Slide", which can also play a role in establishing health awareness.
Compere: Can you make other works besides music?
Teacher 3: There are also some literary works such as children's songs and stories.
On-stage seminar teacher 4: Know your eyes, ears, nose and mouth by observing. Teachers know what children look like by guiding them to observe their eyes, ears, mouth and nose, and understand the role of their five senses through operation.
Moderator: What are the different forms of guiding children to observe?
On-stage seminar teacher 4: self-observation and mutual observation.
Teacher 5: Children can also establish correct health cognition in the process of perceptual experience.
……
The host shows PPT.
Analysis: Through the discussion of this issue, the teachers sorted out some scattered experiences accumulated in daily teaching practice. Inspired by peers, the teachers' previous experience was awakened, and everyone held their own words. In the process of describing and recalling some teaching fragments, teachers' ability to analyze problems and organize experiences has also been improved.
C. How to help children acquire correct health behaviors?
Teacher 1: Teacher demonstrates.
Teacher 2: You can also demonstrate pictures and PPT.
Teacher 3: Children can also demonstrate.
Moderator: Are there any requirements for the demonstration?
Teacher 3: Teachers should pay attention to mirror demonstration when demonstrating and explaining. If you want your child to demonstrate, you must first understand the child's level and ensure that the child's demonstration is accurate.
Moderator: I just said what teachers should do. Where are the children?
Teacher 4: Children can practice. For example, the activity of "knowing the eyes, ears, nose and mouth", and finally taking the children to do facial protection exercises.
Moderator: If you have an object to operate, practice with your bare hands first, and then practice with real objects. There are also fire drills, actual combat experience, simulated games, etc., which can also be said to be the method of practice.
Teacher 5: Children can also make their own rules to practice, and then the teacher can give guidance and strengthen their correct behavior.
Compere: Is every exercise a group?
Teacher (all in one): group practice, group practice and individual practice.
Analysis: In many activities organized by teachers, demonstrations and operation exercises will be used. But how to use it to achieve the desired effect? During the discussion, the teachers made a detailed and comprehensive analysis, and expounded the forms, methods and requirements of demonstration and practice with cases. It shows that everyone pays great attention to the details of teaching in peacetime.
D. How to help children form a good healthy attitude?
……
Moderator: Helping children to establish correct health cognition is to let them understand "I know what to do", and helping children learn correct health behavior is to "let children learn to do". Then, to help children form a good healthy attitude is to let children change "I want to do" into "I want to do". How to solve it?
Teacher 1: Guide the children to exchange and discuss, and the teacher will sort out the summary. Guide children to form a sense of * * *.
Teacher 2: Praise the children who behave well in the class and set an example.
Teacher 3: Make it interesting and children will be willing to do it. For example, reading children's songs when washing hands and blowing bubbles when brushing teeth will make children feel very interesting.
Teacher 4: Can you show your child some negative things, so that the child can see the harm of not doing so, and may have a sense of initiative. For example, if you don't pay attention to safety when playing with equipment, you will fall, bleed and even break your arm. Children may pay attention to safety when they see such pictures or videos.
Moderator: According to your discussion, we now have four ways to solve this problem. One is exchange and discussion, the other is example encouragement, the third is situational conflict, and the fourth is interest. What needs to be emphasized is that the formation of attitude cannot be achieved overnight, nor can it be completely solved by one or two teaching activities. It needs us to accumulate over time and persevere. Therefore, in daily life, children can be allowed to carry out consolidation exercises or extend activities in the corner of the community.
Analysis: At the beginning of this round of discussion, the teachers were silent and everyone seemed to be thinking. It shows that we usually pay less attention to this problem. And this problem that we ignore has an important influence on the formation of children's good habits. During the discussion, a male teacher in Wanying Kindergarten talked about "helping children to establish some negative cognition", which was recognized by Teacher Zhou Congxiao. It's a pity that I didn't give affirmation and induction in time, which shows that my ability to grasp teaching and research scenes needs to be further improved.
(3) comb and summarize.
Moderator (showing PPT): Sometimes, when designing health education activities and observing cognitive science activities, we will use the same methods and forms. The key is the teacher's accurate grasp of goals and problems. Health activities emphasize "what to do" and "how to do it", emphasizing the thing itself; Scientific activities emphasize "how to know" and "how to find", and emphasize the acquisition of methods. This is the most essential difference between the two types of activities.
Analysis: Through the discussion of four key issues, everyone has a clear understanding of the design of health education activities. The presentation of the chart clearly sorts out the differences between health education activities and observation and knowledge-based scientific activities. Judging from the teachers' reaction, everyone agrees with the results of the seminar.
4. Discuss the third stage and discuss the organizational strategy of health education activities.
★ Group discussion on the stage.
The first group of questions discussed: What organizational strategies did the teachers adopt in today's activities? What's the effect? What other effective strategies are there? Give examples.
The second group discusses questions: How to make health education activities interesting and effective?
The third group discusses questions: What are the ways of health education? How to implement health education in daily life?
★ Concentrated discussion under the stage.
The host took the teacher to play the game of "hair, shoulders, knees and feet" under the stage.
Moderator: ... Today we are going to propose "My Little Foot". Please design a health class activity and a science class activity respectively. .
The teachers in the audience are divided into two groups, one is to design healthy activities, and the other is to design scientific activities.
Analysis: We often say "promoting teaching through research". Can such teaching and research results really be transformed into daily teaching practice? The speeches of two teachers' representatives from the audience gave us a satisfactory answer. In just 20 minutes, the two teachers set the goals of the health education activity My Little Foot and the scientific activity My Little Foot respectively, and designed the basic process. The concentrated discussion of the teachers in the audience not only consolidated and strengthened the achievements of the previous stage, but also was a small attempt to turn the teaching and research achievements into practice.
(3) Group representatives speak, and * * * comments and summaries. (omitted)
5. The fourth stage of discussion: experts will lead the whole teaching and research activities professionally.
Teacher Liu Luo Mei:? 0? Teachers should attach importance to health education, not physical education. ② Health education should permeate children's daily life. ③ Teachers should accumulate solid health knowledge, which is the premise of children's health education. ④ Teachers should ensure the scientificity and accuracy of information and pay attention to scientific expression. ⑤ The application of audio-visual teaching should be appropriate, and audio-visual teaching should not be carried out for the sake of form. ⑥ Pay attention to the relationship between health education and science education.
6. Conclusion: Discuss and summarize, and generalize.