How to carry out happy and enlightened education for preschool children?

Before the child goes to school, the kindergarten to the preschool must go through the process of developing the child's brain intelligence, the kindergarten is over, to the preschool to go to school, put aside the process is over, the child goes to school, the brain is still smart.

"Fun" is the source of stimulating children's interest in participating in various activities, and it is also an important factor in maintaining children's interest in learning. Mr. Chen Heqin said: "Play is a child's psychological characteristic, play is a child's work, and play is a child's life."

Making learning activities "fun" is undoubtedly one of the questions we think about the most in our daily teaching.

Grasp the core goal of children's learning, guide children to accumulate key experience in the process of playing, and make learning independent and "fun".

Generally speaking, our curriculum content arrangement is basically preset according to children's existing experience, and the core objectives of each topic, the core experience that children need to accumulate in activities, are transformed into a specific learning content and arranged in children's daily life. To make learning "fun", our approach is to organically combine the content of learning with children's lives, leaving children with a certain amount of generative play space.

In our kindergarten, there is a piece of land, which is not only a small world for plants to grow, but also a happy land for children to participate in labor. Many of the general knowledge and cognitive activities about plants are carried out here, and the children are playing, observing, and comparing and learning. Once, when watering a plant, the children stumbled upon a leaf that had been bitten by an insect, and several children gathered around to discuss it.

Nuan Nuan said, "Look. How come this little leaf has so many small holes?

Was it a bug bite? Does it hurt? As he spoke, he touched his arm with his hand, as if he had been bitten by an insect.

But Xiao Rui said excitedly: "You say, why do insects eat leaves? Does it eat leaves when it's hungry?

Can it eat an entire leaf at once? Why not finish one leaf before eating another? Xiao Nie said:

I've seen silkworm babies eat mulberry leaves, and they just keep eating along the leaves, and after eating, the leaves are only left with stalks. This little bug must be like that too. Xiaorui said

Don't make any noise, let's find out if we can find this little bug. Let's see how it eats ......”

The children's serendipitous discoveries have led to observation and reflection, and this is the most important key lesson we want to help children accumulate: learning to gain understanding of things through observation and comparison. Accumulation-related concepts.

The dominant position of children has been raised to an unprecedented height. The teaching process is no longer seen as a purely static process of giving or receiving, but as a dynamic process of mutual communication and mutual influence between teachers and children. Therefore, "teacher-child interaction" has become a hot topic in the research and teaching process.

The organization and interaction of kindergarten teaching activities is a kind of communication and interaction between teachers and children, and the activity process is positioned in the dynamic development of mutual interaction and mutual influence between teaching and learning. In this process, by reconstructing a new type of teacher-student relationship, optimizing the interaction mode, forming interactive influences, and constantly generating thinking "resonance", the purpose of improving the quality of education and promoting the comprehensive and harmonious development of children is achieved. Frequently Asked Questions about Teacher-Child Interaction in Event Organizing In our teaching practice, we often see such a phenomenon:

The same classic activity plan has different states of activity produced by different teachers in the church. It can be seen that in addition to setting the goal of harmony and well-designing the activity process, the teacher's teacher-child interaction level at the teaching site, the ability to deal with presets and generation are also important factors affecting the quality of teaching activities, so the ability of teachers to organize activities is also an important aspect to reflect the professional quality of teachers. The ability of teachers to interact with young children directly affects the effectiveness of the organization of activities.

Is there a recognition of the importance of "interaction"? And how do they understand "interaction"? Through surveys and interviews, we heard the following voices:

1.Interaction is actually to set off the teaching atmosphere, and if the atmosphere is good, you will feel that the interaction is good. 2.

Interaction is too difficult, talented teachers can do it well, and ordinary teachers can't learn to promote Senmin. 3.Interaction is the result of experience accumulation, which requires a certain amount of teaching experience as a foreshadowing, and young teachers should learn slowly.

4.The interaction is very simple, it is nothing more than the children's excitement and happiness, and the teacher's flexibility and quick response.

(1) Reasonable life system and rich life content (2) Harmonious family life and good mood.

A: I think first of all, parents should create a positive and optimistic environment for their children, encourage them often, don't blame them, and of course not spoil. Educate your children in the right way.