1. Health field
2. Social sphere
3. Language field
4. Scientific field
5. Art field
Recommended Bibliography: Interpretation of the Guiding Outline of Kindergarten Education (Trial) (edited by the Department of Basic Education of the Ministry of Education and published by Jiangsu Education Press)
Outline is the guiding document of subject teaching and the basis of compiling teaching materials and teaching. It specifies the nature, task and teaching purpose of the course in detail. Therefore, the analysis of teaching materials should be based on the outline and aim at the requirements of the outline. Studying the outline carefully is the premise and the first step to carry out teaching material analysis correctly.
Second, study hard and grasp the characteristics.
(A) the significance of teaching material analysis
Teaching material analysis has always been an important part of teachers' work. It is the basis of teachers' curriculum design, curriculum organization and implementation, and the premise and key to realize teaching objectives and educational objectives. Teaching material analysis's process can fully reflect teachers' teaching ability and personal creative work; It is a process for teachers to constantly improve their professional quality and deepen their understanding of educational theory, which is of great significance to improve teaching quality and teachers' own quality.
Teaching material analysis's analysis of the content of teaching materials is not a narrow analysis of the matter, but an overall analysis under the background of children's development and school society, so as to grasp the logic and direction of teaching design. Teaching material analysis takes children's development as his foothold and destination, emphasizing children's experience as the starting point and following children's cognitive laws to help children construct their experiences effectively and meaningfully. Therefore, when analyzing teaching materials, children's age characteristics and learning characteristics are a key point of teaching material analysis.
(B) teaching material analysis's steps
1. Read through the comprehensive contents of the textbook.
Read through the textbook, and have an overall understanding of the intention and characteristics of the textbook, knowledge structure, system, depth and breadth, position and function, text content, language expression, etc. Only by being fully familiar with and thoroughly understanding the textbooks can we master the skill system and knowledge system of the textbooks and understand the goals to be achieved by the textbooks. How to accurately grasp the teaching materials, first, we must accurately grasp the ideological content of the teaching materials. Know what this textbook is written, what thoughts and emotions are expressed, and have a deep understanding of the key words, sentences and paragraphs that reflect the center of the text. The second is to accurately grasp the expression characteristics of teaching materials. The third is to accurately grasp the key points and difficulties of the textbook. Teachers are familiar with the system structure and goal orientation of teaching materials, and only when designing teaching can they integrate the contents that achieve the same or similar goals, and organize different learning contents to give consideration to both before and after, and infiltrate them repeatedly.
2. Analysis of content design teaching
Teaching material analysis's ultimate goal is to better choose his own kindergarten and his own class.
The teaching of grade A children is to optimize the teaching process. Therefore, teaching material analysis must put it in the actual situation of his kindergarten, take the existing experience of children in this class as the starting point, and combine the structure, system, content and characteristics of teaching materials to help children learn and promote the development of children's intelligence and emotion on the existing basis, so as to integrate and select teaching content and carry out teaching design scientifically.
Teaching material analysis should start from the following five aspects: analysis of teaching environment and analysis of curriculum objectives.
Setting, course content organization, course implementation and course evaluation.
Third, how to carry out teaching design
(A) to understand the characteristics of the main use of teaching materials.
At present, the versions of kindergarten textbooks are diversified, and many kindergartens often have multiple schemes coexisting at the same time, with emphasis on their own school conditions, characteristics or other specific conditions. Looking at the compilation of these kindergarten curriculum plans and the present situation of teaching materials, we can see the leading principles of curriculum compilation, the basic characteristics of curriculum arrangement and the framework of teaching materials system.
1. The leading principle of current kindergarten curriculum development: the dialectical combination of "field" and "theme"
The outline points out that the educational content of kindergartens can be relatively divided into five fields: health, language, society, science and art, and "field" is a curriculum concept to determine the different ranges or modules of children's development experience or educational content. To some extent, it not only embodies the integration or integration of disciplines, but also takes into account the particularity of different disciplines. For example, zoology, botany and mathematics are integrated in the field of science, and art and music are integrated in the field of art. Different educational contents are divided according to different "fields", and the discipline system covered by each relatively independent "field" follows the logical principles from simple to complex, from shallow to deep, and from coarse to fine, thus reflecting the vertical hierarchy of learning experience and the systematization of subject knowledge, forming a so-called "knowledge tree" from trunk to branch.
"Theme" is a summary of a series of closely related activities or experiences, and it is an "organizational structure of educational content formed around a certain center", often taking the theme of children's life as the main form of expression. As an effective form of activity organization and curriculum integration, "theme" is one of the basic strategies to break the overly strict discipline boundaries in traditional subject courses or subject teaching. A "theme" can be horizontally related or radiated to the knowledge and experience of many disciplines or fields, and it is consistent with the physical and mental characteristics of children's overall cognitive and perceptual experience. For example, the theme of "golden autumn" can involve scientific knowledge about weather changes (scientific field), handicraft art of pasting "maple leaves" (artistic field), health guidance to prevent colds (health field), social education to feel the atmosphere of Mid-Autumn Festival (social field) and so on. However, at present, many theme activities are carried out in a natural order. Except for the influence of seasonal changes and children's life scope, knowledge, experience and subject logic do not reflect their due hierarchy and gradualism, so that the same "theme" will appear repeatedly in children's education of different ages (for example, all classes in kindergartens will have the theme of "Happy June 1"). Therefore, in a sense, only organizing the course content in the form of "theme" only completes the horizontal connection between different disciplines or experience fields, which is not convenient for children to acquire logical experience and systematic knowledge learning. Therefore, we must pay attention to the internal logic of knowledge in various disciplines or fields when organizing or compiling courses according to "themes".