The core literacy of preschool children, children's education and companionship are very important. Their educational background determines their future development direction and the probability of success. Correct educational methods are very important. Let's share with you the core literacy of preschool children.
The core literacy of preschool children is 1 1, and cultivating-forming good habits is the primary problem in implementing quality education in kindergartens.
An example: Nobel Prize winners met in Paris, and a reporter asked, "Which university and laboratory did you learn the most important thing?" The white-haired scholar replied, "In kindergarten." "What did you learn in kindergarten?" The scholar replied, "Give half of your own things to the children. Don't take things that aren't your own. Put your things in order. Wash your hands before eating, apologize for doing something wrong, rest after lunch, and pay attention to the nature around you. Fundamentally speaking, all the things I have learned are these. " It can be seen that early childhood is an important stage to form good habits and plays an extremely important role in people's life development. Mr. Chen Heqin's eldest son talked about such a trivial matter. When he was very young, his father made him sit in the bedpan early in the morning. He stood up and ran around, and his father pulled him back and sat down. After a while, he got into the habit of defecating in the morning, which benefited him for life. The same is true of kindergartens. We train children to wash their hands before meals, clean up after playing with toys, help children with difficulties, and have good study habits, which can not only ensure children to adapt to a happy collective life quickly, but also help their future development. If it is not cultivated in time, it will form bad habits, which are difficult to correct, and both children and adults will be affected.
2. Enlightenment-intellectual enlightenment is an important way of quality education in kindergartens.
There is a great misunderstanding on this issue at present. Many people understand that the so-called intellectual development focuses on instilling and memorizing some knowledge. For example, many parents have special expectations for their children's reading, writing and arithmetic development, and some parents have higher requirements for their children's artistic skills development. This pressure makes some kindergartens ignore the all-round development of children's attention, observation, thinking, imagination and creativity and the cultivation of non-intellectual factors. The essence of quality education should be to fully explore and sublimate the diversified potential intelligence of the educated, attach great importance to the individual differences of children, and "take seriously the characteristics, interests and goals of each child and help them realize their potential as much as possible." (Gardner) We should attach great importance to the real life information from children, attach importance to their intelligence and help them engage in life activities effectively.
3. Healthy mind-Cultivating children's healthy and perfect personality is the core requirement of quality education.
It contains two meanings: one is good health; The second is mental health. Children's physical health is characterized by sound development and basic self-care ability; Children's mental health is characterized by a happy mood and adaptation to collective life. Health education is the education of the first concept. Promoting children's physical and mental health development is not only the fundamental goal of early childhood education, but also the ultimate goal of early childhood health education. Physical health is the foundation of children's physical and mental health, and mental health is the key to children's physical and mental health. Healthy children are not only healthy children, but also happy, positive, bold, confident, sociable and fearless children. Children's health education is closely related to children's quality education, which provides a theoretical basis for children's health education. Cultivating children's healthy and perfect personality from an early age plays an extremely important role in people's life development.
Core literacy of preschool children II. Core literacy of preschool education
Autonomous learning ability
In the process of children's education, cultivating their autonomous learning ability is the key to guide their life and study. The cultivation of autonomous learning ability is not only to promote children to master knowledge better through their autonomous mobilization in learning, but also to cultivate and give play to children's autonomy, so that they can better solve cognitive things and problems in the ever-changing social environment, which is the cultivation goal of children's growing social personality.
Communication and coordination skills
Communication means that you can express your ideas through dialogue with others, and at the same time you can understand what others say. Cultivating children's communication skills from an early age is to guide children through appropriate behaviors or ways, thus promoting mutual understanding. In the cultivation of children's core literacy, it is formed through the two-way interaction of people or things.
Cultivation Strategies of Children's Core Literacy
The cultivation of core literacy embodies the value of education implementation and promotes the better realization of educational functions. The cultivation of children's core literacy is an acquired education for children's growth.
Implement situational education mode
The cultivation of core literacy is based on children's individual needs and living situations, and it is the product of the comprehensive application of educational theory in practice. We should pay attention to practice in combination with children's daily study and life activities, and emphasize that individual education is not a passive acceptance of all environmental stimuli, but should interact effectively in the environment and have a positive response to it. Therefore, the cultivation of children's core literacy should be combined with life, and a comprehensive "situational learning" method should be implemented in the life situation. Situational regional activities in kindergartens are regional activities that run through the whole teaching process with a theme. It is an activity form created by using story, role and situation according to children's physical and mental characteristics and interest needs. In situational regional activities, teachers should fully consider children's age, season, regional environment, theme content and other comprehensive factors, and adopt effective creation strategies. Teachers should ask questions, guide children to deepen themselves in the process, lay a good foundation for children to cultivate core literacy, and promote children to find solutions to problems through communication with children.
Curriculum is the way to implement core literacy
The content of core literacy covers all aspects of a person's growth and development, and it is very high in concept system, but no matter how great the achievement is, it also starts from small things. Therefore, I think the cultivation of children's core literacy should also penetrate into all aspects of children's daily life. We can not only organize related theme activities and teaching activities purposefully, but also provide subtle guidance and training in games and life.
Teaching based on core literacy is not for children to recite what is stipulated in textbooks, nor for children to recite. Memorizing knowledge is not the fundamental purpose. The fundamental purpose is to realize children's core literacy through knowledge learning and ability training. Starting from children's interests, choose to learn and let real learning happen naturally.
It is necessary to organically integrate core literacy into the curriculum objectives of kindergartens. Knowledge is not the same as literacy, and intellectual education strengthened solely for the purpose of acquiring knowledge is not the real "core literacy". It is necessary to design activity objectives and implement various activities from the height of core literacy.
For example, in the course of food culture in the health field, children are inspired to get in touch with their existing life experiences, and a variety of teaching methods full of life flavor are adopted to teach, and life experiences are gamified through equal interaction between teachers and students. Understand the culture of food, operate food by yourself, reflect the effectiveness of group activities, and extend this link to share the designed food with peers, and feel the sense of accomplishment brought by labor and sharing. Further extend to the origin of raw materials, combine family education, walk into supermarkets in life practice, and even experience crops personally to cultivate children's good habits and moral quality.
For example, in the implementation of physical education curriculum, we should design activities from the perspective of children's basic physical quality development, rather than just paying attention to the development of an external action. The most important and basic thing for children is a healthy life, especially "having safety awareness and self-protection ability" to correctly understand and evaluate themselves.
Therefore, in the implementation of curriculum based on core literacy, we should put more emphasis on the comprehensive curriculum concept, and emphasize the cultivation of core literacy in various activities and all aspects of daily life.
Core Literacy Ability Based on Emotional Companionship
* * * Emotional companionship emphasizes that teachers and parents should put down their subjective consciousness, know how to listen, accept children and effectively respond to their inner needs in the process of accompanying children.
"What will you do when your child breaks the cake because he is holding it?" Faced with this vivid scene, a teacher said that she had experienced the same situation. At that time, she comforted her son: "It doesn't matter if the cake is broken, we can buy it next time, but through this broken cake, we can learn how to carry it." Next time you buy it, you will know how to take it so as not to break the cake ... "When the teacher continued to ask about the effect of comfort, the teacher was embarrassed to say. On the surface, there seems to be nothing wrong with the teacher's practice, but from the perspective of * * *, the teacher's statement and practice did not really accept the children's emotions and feelings at that time, so the children did not listen. ...
In this case, it is necessary to create a growing environment. Only when children feel understood and accepted can it be easier to establish a good teacher-child relationship with teachers and ultimately help children grow up healthily. In education, every field has its own literacy requirements, but the core literacy is by no means a simple superposition of literacy in all fields. The cultivation of children's aesthetic taste, sound personality and problem-solving ability can not be fully realized only through a certain activity, but through the interaction of various activities, knowledge and ability.
Preschool children's core literacy 3 (1) carries out festival cultural and educational activities to cultivate children's feelings of home and country.
Social education is the education of being a man, aiming at cultivating people's good personal qualities. Early childhood is the starting point of life education and a good opportunity to carry out life education. In addition, our country attaches great importance to traditional festivals because they all contain rich traditional culture, national spirit and social etiquette.
Teachers can make use of this in the teaching of social studies to introduce the knowledge about traditional festivals, so as to educate children about social quality. The education of traditional festival knowledge can not only be limited to a class or an activity, but also can be infiltrated by teachers in daily social study, so that children can understand the significance of traditional festivals and learn the etiquette of traditional culture while feeling the festive atmosphere. For example, Tomb-Sweeping Day is an educational festival.
Tomb-Sweeping Day commemorates Jiexiu's loyalty, incorruptibility and political clarity. He hoped that Jin Wengong would be a clean and honest government and let the people live and work in peace and contentment, which has become a festival. The Dragon Boat Festival is also very instructive, and it is a festival to commemorate Qu Yuan. Qu Yuan's story of throwing himself into the river is widely celebrated, and his spirit of patriotism and love for the people and fear of life and death is worth learning. The teaching of these festivals can help children understand the history of the country and appreciate the contributions made by heroes at that time, so as to learn the excellent qualities of these historical heroes and cultivate their feelings of home and country.
(2) Create a harmonious and equal learning environment and promote the cultivation of good personal qualities.
A harmonious and equal learning environment full of love and respect is an important prerequisite for cultivating students' core literacy. Only by studying in such an environment can children consciously abide by the rules, actively participate in teaching activities and learn how to cultivate children's core literacy —— Taking the teaching of children's social studies as an example, Professor Zhang Shuyan's knowledge (Zhuanglang No.3 Kindergarten, Zhuanglang 744600, Gansu Province). Therefore, in order to promote children to develop good behavior habits and personal qualities, teachers should create a harmonious and equal learning environment for children. First of all, we should strive to establish a good relationship between teachers and students.
Young children are a group of active and playful children. When you become friends with them, they will take teaching activities as games and actively participate in them. One of the characteristics of friends is mutual respect. Therefore, teachers should respect children in the classroom, enhance the feelings between teachers and students through various teaching activities, and let children actively express their ideas through the exchange of friends, so that children can master certain social literacy and cultivate good personal literacy. Secondly, teachers should cultivate children's good behavior habits through encouragement.
For example, in the teaching of social studies, in order to make students obey the rules of order, teachers can guide children to take the elevator between classes and guide them to take the elevator in an orderly manner. The teacher should praise immediately: "You are really a group of children who obey the order!" For example, in the children's activities to help the mall design signs, the teacher did not forget to praise them: "The signs you designed will definitely be welcomed by the mall staff!" "After being praised, children will feel how happy it is to obey orders and help others, thus promoting the cultivation of children's good personality.
(3) Creating teaching situations with the help of information technology to cultivate children's core literacy of caring for society.
We should start from life and cultivate children's ability to care about others. This is an important goal in social science teaching and an important ability for children to adapt to social interpersonal communication in the future. Therefore, in the usual social science teaching, teachers can use information technology to create effective teaching situations, so that children can feel immersive, thus cultivating children's love for society. In addition, when creating situations, teachers should pay attention to children's cognitive level and social cognitive ability, and combine these characteristics to find materials closely related to children's lives. Only in this way can we better arouse the children's voices.
For example, in the social class of "caring for you, me and him", the teacher can play a group of pictures about deaf-mute children and disabled children, and then ask the children "What do you see?" Children may answer: "Some are in wheelchairs, some have no hands, and some seem to be invisible." At this time, in order to make children feel the difficulties of these children with defects, teachers can create a real situation: blindfold children, block children's ears, or tie children's hands, so that children can feel the world for 5 minutes in this case. Then the teacher asked, "How do you feel?" Children may say "I can't see the world clearly", "I'm going astray" and so on.
At this time, the teacher should sum up: "Now everyone knows that disabled children are different in the world, and they have many difficulties. Therefore, we children should care about them and protect ourselves. "