1. teaching purpose: to cultivate students' ability to comprehensively design kindergarten education activities, so that students can learn the most basic and practical knowledge and skills. 2. Teaching requirements: through learning, students can master the most basic elements of kindergarten education system, education curriculum and kindergarten activities, thus establishing a scientific view of children and early childhood education; Combine theory with practice, analyze the cases of preschool education activities by using the essence of preschool education thought in China, and guide students to design and practice the teaching objectives of introduction. Through the study of this chapter, students can master the main contents of this course, clarify the significance of learning and learn the learning methods. Key points and difficulties The teaching hours of the main contents and learning methods of this course are 1. The main content of this chapter 1. Design and Practice of Kindergarten Education Activities is a guiding book for kindergarten teachers to design and organize kindergarten education activities. It is a textbook based on China's educational policy, rules, syllabus and children's all-round development. This book mainly includes the following contents: (1) Basic theory of kindergarten education activities. This part mainly outlines the meaning, characteristics and basic types of kindergarten education activities, as well as the goals and contents of kindergarten education. (II) Basic Elements of Kindergarten Education Activity Design This part mainly starts from the basic elements that should be possessed in designing kindergarten education activities, and expounds the design of educational objectives, the formulation of educational activity plans, the selection and application of educational activity methods, and the creation of kindergarten environment. (III) The content and design of kindergarten education activities This part mainly expounds their respective goals, contents, organizational methods and the development characteristics of children in the above five fields according to health, language, society, science and art, and expounds the design methods of kindergarten education activities by means of cases and comments. (4) Skills of organizing kindergarten education activities 1 This part mainly expounds the basic skills that kindergarten teachers should have when organizing kindergarten education activities, such as introduction, explanation, questioning and observation, and the comprehensive application of these skills, and especially explains how new teachers adapt to kindergarten work. Second, the significance of learning the design and practice of kindergarten education activities (1) The premise and foundation for kindergarten teachers to design education activities (2) To lay a foundation for new teachers to engage in and be competent in kindergarten education (3) To help kindergarten teachers form a scientific concept of early childhood education. The method of learning "Design and Practice of Kindergarten Education Activities" (1) is closely related to the basic knowledge of related disciplines (2) to cultivate their own abilities and skills (3) to connect with the reality of kindergarten education (4) to develop a good study habit of collecting and sorting out educational information. Homework 1, why do you want to study the design and practice of kindergarten education activities? 2. The main contents of the design and practice of kindergarten education activities? 3. After class, reflect on learning the design and practice of kindergarten education activities. Chapter 1 Basic theoretical teaching objectives of kindergarten education activities Through the study of this chapter, students can master the basic theories of kindergarten education activities and establish a scientific concept of children and early childhood education. Key and Difficult Points Kindergarten Education Objectives and Specific Contents Teaching Hours 6 Section 1 I. Significance of Kindergarten Education Activities Section 3 "Organization and Implementation" Outline Article 2 stipulates: "Kindergarten education activities are a lively, vivid and positive educational process that teachers guide children purposefully and systematically in various forms." The "educational process" here can be said to include all children's activities in the garden, which is a generalized kindergarten education activity; In a narrow sense, kindergarten education activities are educational activities specially organized by teachers in a certain period of time. (1) Kindergarten education activities are purposeful and planned; (2) Kindergarten education activities are teacher-led and child-centered; (3) Kindergarten education activities are "multi-form" educational activities; (1) The characteristics of kindergarten education activities are extensive and enlightening; (2) fun and gamification; (3) comprehensive integration; (4) randomness and randomness. The basic types of kindergarten education activities (1) are classified by characteristics 1. Life activities Life activities refer to eating, drinking, sleeping, washing and going to the toilet in a day's life in a kindergarten, accounting for almost half of the children's time in the park. 2. Regional Activities Regional activities, also known as activity corner activities, refer to children's activities in the activity area characterized by free games, which is one of the main activities of children in the park's daily life and the best way to meet their different interests and needs. Common activity areas include: role-playing area, building block area, music corner, water splashing area, sand pool area, science area, language corner, art area, story corner, book area and so on. 3. Educational activities Educational activities refer to purposeful and planned activities specially designed and organized by teachers according to their own goals, mainly including teaching, celebrating festivals, practicing, working, visiting, sports meetings, outings, etc. (2) Classification according to educational content 1 Subject-based teaching activities Subject-based teaching has a long history. From 1950s to early 1990s, subject-based curriculum became a widely adopted curriculum model in China under the influence of Soviet kindergarten education thought. Subject course refers to a subject-centered course, that is, a course that systematizes valuable knowledge, forms a certain subject or discipline, and imparts this knowledge to students in order to achieve educational goals. The subject curriculum in kindergarten has the characteristics of enlightenment. Children's parks generally offer subjects such as calculation, language, common sense, music, physical education and art. For new teachers, mastering the methods of subject teaching is still the basis of organizing teaching activities. With certain practical experience, they will be integrated, integrated and applied flexibly. 2. Comprehensive theme activities (or unit theme activities) Comprehensive theme activities mainly refer to organizing courses around a certain theme, breaking the boundaries of disciplines or fields, and integrating learning content into a new system. The characteristic of comprehensive theme activities lies in the establishment of natural and organic links between disciplines. Its teaching content can be a knowledge system based on the knowledge of a certain subject and permeated with the knowledge of other subjects, or a series of beneficial activities based on children's interests. 3. Activities classified by field "Outline" clearly stipulates in "Educational Contents and Requirements": "The educational contents of kindergartens are comprehensive and inspiring, which can be divided into five major fields, such as health, language, society, science and art, and the contents of each field penetrate each other to promote the development of children's emotions, attitudes, abilities, knowledge and skills from different angles." (3) Classification by organizational form 1. Group activities: Generally, activities are organized under the direct guidance of teachers. Its characteristic is that all the children in the class do the same thing at the same time, and the activity process is mainly guided and organized by the teacher. This form is the most common and effective. 2. Group activities: divide the class into several groups. Grouping can be arranged by teachers or organized spontaneously. The characteristic of group activities is that it is easy to mobilize children's active materials and promote children's conversation or exchange with peers and teachers. With the growth of children's age, this method is more and more popular with children. 3. Personal activities: Generally, it is an activity that a teacher guides one or two children, or it can be a spontaneous and free activity of children. This form of activity makes it easier for teachers to improve their understanding of young children and teach them in accordance with their aptitude. Collective, group and individual activities have different educational functions, and they must cooperate with each other, alternate reasonably and complement each other. (4) Classification by learning style 1. Accepting learning: refers to the process that children master ready-made knowledge through the materials presented by teachers. This method is simple and easy to operate. 2. Experiential learning: refers to the method by which children acquire new knowledge, skills and attitudes through cognition, experience and perception. Features: Situational and initiative. This kind of organization is suitable for teachers on the basis of a better understanding of children. 3. Inquiry learning: refers to children's learning style of discovering, exploring and solving problems independently. This is a learning method that is increasingly advocated in kindergarten education, but this learning method requires teachers to have a high level of organizational ability, inquiry ability and understanding of children's age characteristics. 4. Cooperative learning: refers to the learning activities based on the design and achievement of the same goal, driven by interaction and cooperation, and based on group cooperation. This is a learning method widely used in kindergarten education at present, and it is also suitable for children in large and middle classes. (v) Other activities 1. Garden-wide activities: Garden-wide activities refer to garden-wide collective activities based on a certain theme and a certain kind of educational content. 2. Parent-child activities: Parent-child activities are activities that point to the parent-child interest and parent-child interaction of babies and parents. Generally speaking, infants under 3 years old are the main ones. Parenting education is an early education mode combining kindergarten and family education. In addition, organize children to participate in various social practice activities, such as visiting museums, serving communities and helping small animals. In order to become an essential form and content for children's all-round development. The above-mentioned various forms of educational activities have their own characteristics and advantages. They are not mutually exclusive, but intertwined. Teachers should use them flexibly according to children's age characteristics and educational goals, and give full play to their respective functions and roles.