Combined with teaching practice, let s talk about the characteristics of the introduction of childre

Answer]: The "3 6-year-old children's learning and development guide" points out: pay attention to the holistic learning and development of young children.

Children's development is a whole, and it is necessary to pay attention to the mutual penetration and integration between fields and goals, so as to promote the comprehensive and coordinated development of children's body and mind, rather than one-sidedly pursuing the development of one or several aspects.

1) The basic spirit of China's educational purpose is to cultivate talents at all levels and all types who are fully developed in moral, intellectual, physical, and aesthetic aspects, and who have the innovative spirit, practical ability, and independent personality needed for socialist modernization. Kindergarten is an integral part of basic education and the basic stage of the school education system.

Therefore, in the field of kindergarten education activities, preschool educators should pay attention to the integrity of children's learning and development when implementing care and education, and promote their physical and mental harmonious development.

2) "Kindergarten Education Guidelines (Trial)" clearly points out that the educational content of kindergartens is comprehensive and enlightening, and can be relatively divided into five areas such as health, language, society, science, and art, and can also be divided into other different areas. The content of each field penetrates into each other to promote the development of children's emotions, attitudes, abilities, knowledge, skills and other aspects from different perspectives.

Therefore, preschool educators should pay attention to the integrity of kindergarten education content.

3) In the process of growth, children's physiology and psychology change quantitatively and qualitatively in a regular manner, and the physiological and personality psychological qualities are gradually formed and changed. This process is not simple and isolated, but extremely complex and holistic. Pre-school educators should take this as a starting point to think about the connection and role between educational objectives, educational content, educational methods and means as a whole, so that pre-school education can better play its overall function.

The comprehensive education curriculum of the kindergarten is the embodiment of the full attention of the preschool educators to the holistic learning and development of young children. The comprehensive education curriculum is to integrate various educational elements such as the subject, object, intermediary and family and social environment of education, and organically constitute a series of educational themes based on children's direct experience and actual life, with the balanced development of children's body and mind as the highest purpose, and the implementation of education for children under the ideological guidance of strengthening the overall system function of the curriculum. For example, the activity of "fire, fire prevention and self-protection" organically infiltrates the contents of the scientific consulate, the health field, the social field and the language field, from the understanding of fire how to prevent fire, and then to how to save oneself and each other in the event of a fire.

The kindergarten curriculum is characterized by life-oriented, gamification, activity, direct experience, and potential.

1. Life.

The age characteristics and physical and mental development needs of children determine the breadth of kindergarten education goals and contents, and also determine the education and teaching principles of the integration of education and education.

For children, in addition to understanding the world around them and enlightening their minds, some basic life and basic skills required for "being a person", such as hygiene habits, self-care skills, communication skills, etc., need to be learned.

However, such a wide range of learning content cannot be completed only by relying on the educational and teaching activities designed and organized by teachers, nor can it be achieved through word of mouth.

Even cognitive learning must be closely integrated with children's life experiences in order to be understood and accepted by children. Therefore, the kindergarten curriculum has a strong life-oriented character, and the content of the curriculum comes from the life of children, and the implementation of the curriculum runs through the daily life of children.

2. Gamification.

Play is in line with the age characteristics of children, can meet the various physical and mental needs of children, is the basic activity of kindergarten, but also one of the basic principles of early childhood education.

In essence, play is a kind of free and spontaneous subjective activity of children themselves, which has many values for children's development. Play is the basic form of activity for young children, and it is also the basic way for young children to learn. Therefore, play plays a very important role in the kindergarten curriculum.

3. Activity and direct experience.

Young children learn about the world mainly through their senses. Only on the basis of gaining rich perceptual experience can children understand things and form a relatively abstract and generalized understanding of things.

Children's cognitive mode and cognitive characteristics with action and image make the kindergarten curriculum must take the educational activities that allow children to actively participate in their basic form of existence and composition. For young children, learning is meaningful only when learning is through activity, and comprehension learning is only learning based on direct experience.

4. Potentiality.

In essence, kindergarten education is a purposeful and planned educational process, and the kindergarten curriculum also has clear curriculum objectives and basic learning areas, but due to the characteristics of children's physical and mental development and learning, the kindergarten curriculum is not reflected in the curriculum, teaching materials, and classrooms, but in life, games and other forms of activities that children like to see.

Although how to create an environment and how to support children's exploration and learning are carefully designed by teachers according to the purpose and content requirements of the kindergarten curriculum, these contents, objectives and requirements only exist in the teacher's consciousness and actions, and children cannot clearly understand them.

The Early Childhood Sense Registry is influenced more by the environment, activities, materials and teachers' behaviour than by the educator's educational goals and expectations. In other words, the kindergarten curriculum is implicit in the environment, materials, activities, and teachers' behaviors, and subtly works on young children.

Commonly used teaching methods generally have observation method, activity method, scene teaching method, comparison method, questioning method, teaching method, etc., whether the teaching method of kindergarten is used well, directly affects the quality of teaching in kindergarten, let's take a look at these commonly used methods and matters that need attention. Observation teachers purposefully and systematically guide children to use various senses such as sight, hearing, taste, and smell to perceive the selected objective things and phenomena, so that they can gain perceptual experience, and gradually form concepts on this basis. The following points should be paid attention to when using the observation method:

1. At the beginning of observation, the teacher should put forward the purpose of observation to the children, use methods such as questioning to arouse the children's interest in observation, let the children observe freely, allow them to talk to each other, and encourage them to find problems and ask questions. 2. In the process of observation, teachers should give full play to the guiding role of language and gestures, start from the children's interests, inspire children to perceive and describe the objects of observation in language from different aspects, and learn the methods of observation. 3. At the end of the observation, the impression of the observation should be summarized, so that the children can further consolidate and organize the knowledge observed.

Activity MethodActivity method is a teaching method based on children's practical activities, which refers to the teacher's ability to create situations or provide materials in the process of teaching activities to guide children to practice, explore and discover by themselves. The commonly used activity methods in kindergartens are mainly game methods and experimental methods. The game method refers to the method by which teachers organize children's learning in the form of games, and it is necessary to pay attention to:

1. Games can be used as a part of teaching activities, or games can be integrated into the entire teaching activities. 2. The chosen game objectives and rules should be consistent with the educational requirements. The experimental method is that the teacher provides some instruments and equipment, and encourages children to observe and find the reasons for the changes in the experimental process through hands-on operation, and verify their own ideas.

The following points need to be noted: 1. Pay attention to the safety of the experiment. 2. The teacher first operates the experiment to form a perfect guidance plan for the quiet experiment, and observes the whole process of the children's experiment, and provides targeted guidance to promote the children to gain a sense of achievement in the experimental process.

3. In the process of the experiment, the teacher should pay attention to let every child participate in the experimental process, and after the experiment, pay attention to guide the children to summarize the experimental results. Scene Teaching MethodSituational teaching method is to set up a specific, vivid and vivid learning scene for children in the teaching process, and to put children in this scene in an appropriate way, so that children can learn effectively under the continuous inspiration of this scene. However, it should be noted that children must be immersed in the scene, observe, perceive, operate, and experience in the scene, and produce emotions such as joy or distress, love or hate, joy or anger under the infection of the specific situation.

When designing the scene, there should be novelty, new things can attract children's attention, the ruler is easy to arouse children's curiosity, the design of the content should be practical, and the design of the scene should be able to achieve effective goals. Comparative MethodThe comparative method is to let children compare two or more objects, so that children can find out their differences and similarities in terms of number, quantity, shape, etc. Pass.

My understanding of the kindergarten curriculum.

Kindergarten curriculum is a means to achieve the purpose of kindergarten education, is to help children obtain a beneficial learning experience, to promote their comprehensive and harmonious development of body and mind of various activities, including explicit curriculum and implicit curriculum. The so-called various activities here are the "kindergarten work rules" mentioned in the "purposeful and planned to guide children's lively, active activities in various forms of educational process".

I believe that the curriculum should not only be "class" or group teaching activities, but should include a variety of activities such as children's life activities, social activities, and play activities. Whether it is a group teaching activity organized by a teacher or a creation of an environment that induces play, interaction and life activities for children, as long as it helps children gain beneficial learning experiences and helps them achieve our desired goals, they are an integral part of the kindergarten curriculum.

At present, in terms of curriculum objectives, we take "child development as the mainstay" as the main theme, and obey the overall goal of semester education for the comprehensive, harmonious and individualized development of each child, and this goal is contained in all activities of the kindergarten curriculum. The construction curriculum takes the theme as the unit, and regards the creation of the environment, the co-education of the home, the activities of the area and the daily activities as the components of the curriculum, which fully reflects the characteristics of kindergarten education: one-day activities are education, and educational activities are life-oriented.

Answer]: Pinling coarse c

Article 13 of the third area of the Professional Standards for Kindergarten Teachers (Trial) - Attitudes and Behaviors in Early Childhood Care and Township Education requires teachers to pay attention to enriching children's direct experience in various aspects, and take practical activities such as exploration and communication as the most important learning methods for children.

Summary. The integration of kindergarten educational activities is to infiltrate the concept of integration into the teaching activities of the kindergarten, specifically referring to the integration of teaching activities, the integration of teaching activities, and the integration of teaching activities.

Kindergarten teaching activities have +, of which the integration is mainly manifested in which + two aspects.

The integration of kindergarten is to infiltrate the concept of integration into the teaching activities of the kindergarten, specifically referring to the integration of teaching activities, the integration of teaching activities, and the integration of teaching activities.

What are the two main aspects of life?

There are 2 aspects of integrated withdrawal: 1Integration of educational activities. 2.Integration of the form of organization of educational activities.

Life, wait a minute, typing takes time.

Lifestyle emphasizes that all aspects of early childhood education activities originate from life and are fed back to life. There are two main manifestations: (1) The content of early childhood education activities should communicate with the children's life world and be related to the children's experience and needs.

2) Kindergarten educational activities in terms of ways and places. For example, teachers can go to the process of eating, drinking, playing games, etc., which reflects that the teaching activities are infiltrated into the one-day activities of the kindergarten.

Collect a case study of teaching activities in the kindergarten field, and benefit from the three connotations of the teaching activities in the kindergarten field that you have learned.

1. Storytime Example: Match the learning theme through the "Playing with Mud" activity. Connotation:

By introducing specific story times, children can feel the joy of learning, create a happy atmosphere for children, and help to open children's minds and allow them to learn better. 2. Interactive experience Case: Through the mutual communication between teachers and students, and the use of creative game bridge games, children can explore freely, fully perceive the topics they have learned, and form effective learning memory.

Connotation: Let children fully experience the interactive experience in learning, let them establish trust and friendship with teachers and peers, and cultivate their good expression ability. 3. Emotion regulation Case:

Teachers and students establish a good interactive relationship, and through psychological adjustment, guide children to enter a comfortable and active learning mentality. Connotation: Let children overcome anxiety and stimulate interest in learning, so as to achieve effective learning results.