First, the main performance of early childhood education in primary schools.
(1) code of conduct: children are required to abide by rules and discipline like primary school students and play less. Many kindergartens have moved the requirements of primary schools for students' code of conduct to kindergartens and strictly controlled them. For example, absolutely obey the teacher, obey, don't talk back, don't make excuses, and don't be rude; Listen attentively in class, don't be absent-minded, don't talk, sit up straight, pay attention when answering questions, and raise your hand; Don't chase and fight, don't jump and run, don't make a hullabaloo about, rest quietly or play games and prepare for the next class.
(2) In terms of learning knowledge, children are required to concentrate on their studies and study hard like primary school students. Many kindergartens violate the principle of quality education and add English, Pinyin, literacy, abacus and mental arithmetic at will, without paying attention to cultivating children's comprehensive quality. Instead of organizing children to learn from games, they ask them to attend classes like primary school students, learn knowledge like primary school students and do homework like primary school students. The direction and goal of running a garden are seriously divorced from the reality of children. Lectures blindly instill knowledge into children, lacking teaching AIDS, patterns and colors, lacking vivid games, and dry preaching is boring; After class, children are required to do homework, copy a letter or a word ten times or even one page, add or subtract within 100, English, mental arithmetic, etc. There is a lot of homework, which I can't finish in kindergarten, and I have to write it when I get home.
Second, the harm of early childhood education in primary schools
(1) stifles children's nature and seriously damages their physical and mental health. Children are in the early stage of physical development, and their body and mind are extremely fragile. Children are active and fun by nature, and they are fresh about everything. They gain fun and knowledge by playing games. The practice of primary education in early childhood fundamentally ignores children's physical and mental characteristics, deprives children of their childlike innocence and the right to play, distorts or even stifles children's nature, and seriously affects their normal physical and mental development and healthy growth.
(2) It stifles children's interest in learning and has a negative impact on primary education. The primary school of preschool education makes children bear the academic burden prematurely, which also brings trouble to the school's teaching plan and disrupts the normal teaching order of primary schools. Because some freshmen who just entered primary school learned pinyin and writing, and some even learned addition, subtraction, multiplication and division, the learning progress of students in the class was uneven, which seriously affected the teaching plan. What annoys primary school teachers even more is that due to the differences in educational concepts and teaching methods between kindergarten teachers and primary school teachers, teaching is not in place, which makes some children develop bad study habits, such as incorrect writing posture, incorrect stroke order and irregular pronunciation. And they need to make great efforts to correct after entering primary school. Children who receive "primary school" education in kindergartens have just entered the first grade of primary school. Because they have finished the course at this stage, they will feel a little more relaxed in their studies than children who have temporarily received formal kindergarten education, but children are not interested in repetitive things, do not study hard, are not attentive in class, and some even develop the bad habit of being distracted in class. Children who receive regular kindergarten education are obviously better than those who receive "primary school" education in advance in learning interest, practical ability and creative thinking ability, and are easy to form good study habits. It can be seen that children who enter primary schools are more conducive to learning, ability training and healthy growth if they do not implement primary education in kindergartens. 3. The reasons for the primary school of preschool education.
The main reasons are that the purpose of running the park is not correct, the conditions for running the park are poor and the professional quality of kindergarten teachers is low. Therefore, in order to attract students, some kindergartens blindly cater to parents' desire for success and rapid development, regardless of children's age, physical and mental reality and acceptance ability, set up some courses that should not be offered, put forward excessive learning requirements for children, satisfy parents' vanity, and show off their achievements to the society to improve the performance of kindergartens.
Third, correctly think about and stop the tendency of primary education in early childhood education.
1, strengthen the propaganda of the purpose of early childhood education, and improve the whole society's understanding of early childhood education.
Kindergartens should make use of parents' open days, parents' meetings, billboards and other forms to increase publicity, so that the whole society can fully understand the purpose, significance, form and purpose of early childhood education, correct the wrong understanding that "children go to kindergarten mainly to learn knowledge", and adjust the evaluation criteria for kindergartens, so that the tendency of early childhood education to be primary school can be effectively stopped.
2. Carry out a big discussion on preschool teachers' educational ideas to improve their professional quality.
In the final analysis, the root of the tendency of primary education in early childhood education is incorrect educational thought. Preschool teachers are the direct implementers of preschool education, and it is particularly important to correct preschool teachers' educational thoughts to correct the tendency of primary education. Therefore, it is necessary for all kindergarten teachers (including kindergarten managers and directors) to carry out an in-depth discussion of educational ideas and study the Outline seriously, so as to completely reverse the educational ideas of all kindergarten teachers and keep pace with the times to meet the needs of quality education in kindergartens. The State Council's opinion on the current development of preschool education points out: "Follow the law of children's physical and mental development, face all children, pay attention to individual differences, persist in taking games as the basic activity, and entertain and entertain children to promote their healthy growth. Strengthen the provision and guidance of kindergarten teaching AIDS and children's books, create a colorful educational environment for children, and prevent and correct the tendency of "primary school" in kindergarten education.
Our pre-school education workers must follow this principle, not blindly cater to the needs of parents, especially when they become principals, they must have correct ideas and concepts for running the park.
3. Strengthen the guidance, supervision and management of kindergartens. Due to the poor conditions of some kindergartens, there are few toys, teaching AIDS and books and pictures in kindergartens, so it is difficult for teachers to carry out education suitable for children's age characteristics.
Kindergartens should be equipped with facilities and equipment required for education, teaching and games, and regularly organize personnel to strengthen the supervision of kindergartens through unannounced visits, regular discussions, and evaluation of education and teaching effects.
Fourth, strengthen efforts to standardize the teaching behavior of early childhood education courses;
(1) Carry out education and teaching activities in strict accordance with the kindergarten curriculum textbooks approved by the Textbook Review Committee of the Education Department of Ningxia Hui Autonomous Region. Each theme can be relatively divided into five fields: language, science, society, health and art, and the contents of each field permeate each other, which promotes the development of children's emotions, attitudes, abilities, knowledge and skills from different angles.
(2) It is forbidden to teach the first-grade courses to avoid the primary education of early childhood. Kindergarten can't add English, writing, abacus and other courses at will. Kindergartens cannot take literacy as the main purpose and artificially set the number of literacy. Children should be allowed to listen to stories, read nursery rhymes, play games and read picture books, practice word formation and sentence making, develop their curiosity about Chinese characters, develop their oral expression ability, promote their early reading, and be psychologically prepared for formal primary school literacy learning. Teachers should prepare detailed cases of Chinese, science (calculation) and society (common sense) and brief cases of other disciplines.
(3) Strictly control the amount of classroom writing, and do not assign homework to children. Kindergarten (class) to offer courses other than the prescribed subjects must be reported to the local education bureau for approval. Activity organization and schedule: Make education and teaching plan in strict accordance with Kindergarten Education and Teaching Practice (Trial), and carry out activities such as preparing lessons, attending classes, playing games, teaching and research, and parents' work; According to children's age characteristics, make children's daily routine rules, and scientifically and reasonably arrange the order and time of children's daily activities (including morning check-up, morning exercise, class, rest, eye exercises, games, diet, sleep, etc. ). Kindergartens and preschool classes shall not teach more than 3 class hours every day.
(4) Pre-school classes should develop courses, with each class lasting 30-35 minutes; Kindergarten 30 minutes per class; Each class hour in middle and small classes 15-20 minutes. Children's music games, sports games and outdoor activities shall not be less than 2 hours a day. Minimize unnecessary collective actions and ensure that children have proper time for independent choice and free activities every day.
5] Strictly implement the Regulations on Kindergarten Work, the Guiding Outline of Kindergarten Education (for Trial Implementation), the routine of children's one-day life system and the working procedures of teaching staff, so as to make the one-day work of class teaching staff routine and procedural. Environment creation: the scope of kindergarten environment creation should include all places that children want to go, from activity rooms to bathrooms and bedrooms, and organically combine the creation content with the characteristics of each room to make it play a corresponding role. Green belts, ditches, pools, mounds, fences, railings and stairs in the park are all areas to be considered. The content of environment creation, such as wall decoration content, corner position, decoration, quantity and material type, should not be fixed for a long time. At the same time, we should avoid blind imitation, pursue fashion, do decoration and decorate. It is necessary to establish the concept of "toys, materials and space are in front of us", tap and utilize the rich local material resources, and provide and put in corresponding facilities and materials by using activity rooms, sleeping rooms, corridors, hallways and outdoor venues, so as to create partitioned activity places for children. In the creation of environment, children's subjectivity cannot be restricted by arrangement. Teachers should organize children to participate in the process of designing, collecting and preparing materials, sorting out, operating and managing according to their age characteristics.
[6] Establish and improve various practical rules and regulations, including the post responsibility system of kindergarten teachers, teaching system, health care system, safety convention, children's daily behavior norms, and the duties of kindergarten directors. , and posted on the wall, fill in the detailed list in time and file. The above is to talk about how to prevent and correct the phenomenon of "primary education" from three aspects: fully understanding the harm of primary education for children, how to stop the tendency of primary education for children, increasing the intensity of work and standardizing the teaching behavior of early childhood education.