At present, there are many new parks, and the directors are generally worried about the new parks and new teachers. In recent national training, many directors have asked this question. After all, most directors don't start from scratch. Facing the kindergarten with four white walls, some people may have a blank piece of paper to draw, but more people don't know where to start. If we define kindergarten teachers as teaching tools, then the teacher's task is to decorate the classroom as soon as possible, decorate all the environment, and then let the children come in to class. However, this idea is fundamentally problematic.
The classroom environment is not a teacher's masterpiece. Whether she is a skilled fairy or not, with a wave of her magic wand, she can turn into a place that looks like a children's paradise. The classroom environment is jointly created by teachers and children, which includes game opportunities and activities. The teacher's role is to leave space for children to participate and leave a gap for the construction of * * *.
A good teacher should not define himself as "what I will teach children", but what I can learn with children.
The advantage of a master's degree in kindergarten lies not in whether he can sing and dance, or whether he can do handicrafts, but in bringing high-quality preschool education concepts into kindergarten. Rethinking the orientation of kindergarten teachers. If you ask them to be like kindergarten teachers, what do you want them to do?
It is because we have always defined kindergarten teachers as "teaching" of singing and dancing that the problem of primary school will appear. Because if you don't teach this, teach that. Teach literacy and pinyin by the way. Finally, you don't know what to teach unless you teach reading, writing and arithmetic. No! The core work of kindergarten teachers is to create an environment suitable for children to explore and support children to learn and learn in their own way.
Therefore, after understanding the confusion and specific problems of the pool, my suggestions for this pool are as follows:
1, get to know your class again with your children, give each corner a name (according to the characteristics of the corner, draw the logo of the corner, the teacher and the child will do it together, draw it on a4 paper, and stick it on the corner with plastic), then make small footprints with the children (limit the number of people in the corner), and draw it with a rotating card (a quarter of a4 paper, like a child). In this production process, the teacher does not need to know. Instead, we need to use these means to let children know and be familiar with the environment where they will live for three years, realize that they are the rulemakers and masters of the environment, and at the same time form the planning, use and rule awareness of the district corner. It takes nearly 1 week to complete. Teachers should observe children's reactions, understand each child's personality, record their behaviors, and lay the foundation for later activities.
2. After the children are basically familiar with the district angle, add a lot of district angle materials and add different materials for children of different ages. The new class, especially the younger class, should use familiar materials to reduce the anxiety of entering the park. It is necessary to infiltrate the theme teaching content into every corner, take children to play from one corner to another, and let them be familiar with, use and be interested in the content of every corner. Give children a prepared game environment and let them have expectations for kindergarten. These materials should be added gradually, not distributed at once. For a month or two, children will have surprises in every corner every day.
3. Gradually put Chinese and English signs in the corner of the community (because it is an international kindergarten), so that children can clearly know the exact name of their community for Chinese and foreign exchanges. Children's activities in the corner of the district, especially correct and good behaviors, are photographed and printed, and then shaped into class books, so that children can find their place in the class, feel the group and companions, feel the good places they have done, and form a sense of collective and interpersonal security. Then give children the opportunity to read their own class books, and have the opportunity to introduce their behavior and gains in the class to their parents (open day).
In this way, this semester has almost passed. If you want to have a theme this semester, 1-2 is enough, which mainly points to the themes of "my new home", "my friends" and "my favorite toys" in the material environment, so that children can adapt to the environment and form positive emotions in the process of getting familiar with the material environment.
In this process, of course, we can't just build corners, but also build other living environments, and understand and be familiar with the use of toilets, corridors, outdoor venues, etc. In principle, it is similar.
Let me emphasize one more point. Music education and art education in kindergartens should not only focus on teaching children's songs and stick figures. That's not music art education, but cognitive moral education in the form of music art education. We must change our minds. Appreciate real music, real art. It doesn't matter. Learn slowly. I believe that the artistic quality and humanistic quality of graduate students will not be too bad. See more and listen more, and you will make progress.
I wish the graduate students and undergraduates who have just become kindergarten teachers down-to-earth, diligent and studious, and can also study and work with peace of mind. Entering kindergarten is not the beginning for you to display your talents, but the beginning for you to really enter the field of preschool education. To correctly understand your own shortcomings, your shortcomings are not that you don't know skills, but that you haven't clearly realized your mission and responsibility. You don't want to be a kindergarten teacher, but you want to change the ecology of preschool education in China and reshape the professional image and status of preschool education. Profession is not reflected in singing and dancing, but in truly understanding children and education.