Gao Zhan's curriculum is an open architecture curriculum, which was founded in 1970 by David Vicat, an American child psychologist and director of Perry's preschool education research project. Its theoretical basis is mainly Piaget's cognitive orientation.
High-level courses, also known as Haines popular science courses and high-width courses, include active learning, key experience, environmental layout, course content, course implementation and teacher role.
1, active learning: The designers of the high-width curriculum believe that active learning is the core of children's development process. Active learning refers to learning initiated by learners.
It also refers to learners' creative learning and active construction of knowledge about reality, and emphasizes that active learning should follow the learning style from concrete to abstract, from simple to complex, from near to far. Active learning is one of the eight key experiences in children's cognitive development.
2. Key experience: Key experience is a series of statements about children's physical, cognitive and social development. All the key experiences are gained in the process of children actively interacting with things and people around them. Based on active learning and Piaget's cognitive development theory, the designer of this course identified more than 40 key experiences, including:
Key experience of active learning. Including: actively exploring with all senses, discovering the relationship between things through direct experience, operating, transforming and combining various materials, selecting materials, activities and purposes.
Key experience in language use. Including sharing their meaningful experiences with others, describing the relationship between objects, events and events, expressing emotions in words, and recording the children's own spoken language by the teacher and reading it to him.
Key experience of creative expression. Including understanding things through hearing, touch, taste and smell, imitating actions, connecting models, pictures and photos with real scenes and things, playing dress-up games and role games.
Key experience in developing logical reasoning. Including: exploring and describing the characteristics of things, paying attention to and describing the similarities and differences of things, classifying and matching, using and describing objects in different ways, describing the characteristics that things do not have or the categories they do not belong to, etc.
The key experience of understanding time and space. Including decomposing objects, rearranging the positions of groups or objects in space (folding, bending, unfolding, overlapping and binding), observing the changes of spatial positions, making plans and completing plans, and describing and representing past events.
3. Environmental layout: Haynes science curriculum mainly promotes children's active learning by providing them with an environment that can support their active learning. This environment mainly refers to the layout of activity rooms.
The principles of activity room layout are: encouraging children to participate actively and get personal, meaningful and educational experiences; Children's interests should be considered when the activity room is divided into study area and activity area; Increase children's development opportunities in language, spatial relations and other aspects; Strengthen the study of necessary skills and concepts and the opportunity to use them.
4. Course content: The content of Haines science course comes from children's interests and key experiences. The key experience has been mentioned above, so I won't repeat it. This course attaches importance to children's interests, which is related to the concept of active learning. Only when children are interested in something will they take the initiative to explore and learn.
5. Curriculum implementation: Curriculum implementation is mainly carried out through the daily timetable, which includes three links: planning, action and memory, so as to keep the continuity of activities as much as possible.
"Planning time" is the beginning of daily activities. Children can express their wishes to their teachers and regard themselves as individuals who can take action according to their own decisions. Before implementing the plan, discuss the plan with your child repeatedly to help your child have a clear view, know every step of the plan and know how to implement the plan.
Children and teachers have achieved a win-win situation in this process of dialogue and thinking. For children, knowledge has been consolidated and motivation has been strengthened; For teachers, they can have a more comprehensive understanding of children's plans, preset the difficulties that children may encounter in activities in advance, and make preparations.
"Action time" is the longest time in daily activities. During this period, children make their own plans step by step by exploring learning materials, communicating with peers and trying their own ideas. Teachers mainly observe how children collect information and solve problems, and join children's activities at an appropriate time to expand and create a problem-solving environment.
"Remembering time" is a process in which children are divided into groups and show their experiences in various ways. It enables children to show their "intellectual schema" to others.
6. The role of teachers: In advanced courses, the role of teachers is mainly to encourage children to actively solve problems. Specifically, it includes: providing rich materials and activities for children to choose.
Clearly ask children to decide plans and set goals in some way, and find and judge different solutions to problems in the process of completing tasks; Through questions, suggestions and environmental design, we create activity scenes for children with key experiences related to their thinking development, language development and social development.