Yunlu kindergarten design
First, the misunderstanding in the development of kindergarten characteristics
In recent years, it has become a trend to take kindergarten-based curriculum construction as the main way. Some kindergartens with good conditions and rich experience are developing kindergarten-based curriculum construction, some of which are directly called characteristic curriculum construction, and some even put forward "one park, one product, one class, one characteristic". In order to make characteristics, kindergartens spend more space on carrying characteristics, children spend more time on characteristic activities, and teachers spend more energy on implementing characteristic courses. Kindergarten has become a special place for learning, and children are locked by characteristics and fixed by special projects prematurely; The all-round development of education is challenged and the all-round development of children is threatened. There are three main misunderstandings in the development of kindergarten characteristics.
(A one-sided understanding of characteristics, ignoring the overall planning of children's education.
At present, the characteristic development of kindergartens is only a kind of "movement" or "upsurge", and its practical forms are more diverse. There are three common types: special activities, special courses and special topics. Characteristic activities mainly refer to the more characteristic activities that kindergartens often or regularly carry out, such as green environmental protection activities, father's participation activities, planting activities, respect for the elderly and so on. Characteristic courses mainly refer to courses that are beyond the requirements of the Guiding Outline of Kindergarten Education (Trial) (hereinafter referred to as the Outline) and the Guide to Learning and Development for Children Aged 3-6 (hereinafter referred to as the Guide) or extend from a certain point. Some people also call these courses "kindergarten-based courses", such as civilized etiquette courses, snowflake construction courses, English courses and listening and reading literacy courses. Characteristic topics mainly refer to some kindergartens' project research on a certain aspect for many years, forming a series of research results with their own characteristics, which are reflected in practice, such as ecological art education research, sunshine sports activities research, ecological etiquette education research, children's paper-cutting activities research, children's reading activities research and so on. Based on the actual investigation and understanding of the characteristics of the above three types of kindergartens and the analysis of the text results, we can find that some characteristics are appropriate, some characteristics are appropriate at first, but then gradually narrowed and rigid, and some characteristics are inappropriate or even wrong in concept, direction, content and form. The common feature of this characteristic development is that it pays attention to one or several points, one aspect or several aspects, but lacks the overall thinking and planning of kindergarten education or curriculum.
(B) blind pursuit of characteristics, ignoring children's all-round development and educational principles
The Guide emphasizes that kindergartens should implement scientific conservation and education to promote the all-round and harmonious development of children's body and mind, and should not unilaterally pursue the development of children in one aspect or several aspects. Relevant research and experience have confirmed that the characteristic development of some kindergartens has violated the basic principles and requirements of kindergarten education, and even had a negative impact on the all-round development of children. For example, children's learning environment is single, and what characteristics they engage in, what content is full of in the environmental layout; Children's experience is one-sided, and what characteristics they engage in will give them more activities, but they lack other learning activities and the acquisition of relevant experience. As early as the end of 2008, a national survey showed that among the half-day activities in kindergartens, the most common regional activities for middle-class children were art activities, accounting for more than 38%; In teaching activities, mathematics is the largest activity, accounting for more than .44%. In recent years, the situation deviation is still serious. After all, the teacher's energy is limited, and the common feature of kindergarten teachers is that they are easy to focus on one point, and paying too much attention to characteristics will inevitably ignore other aspects.
In practice, it is also common for kindergartens to engage in characteristics in violation of educational principles. Taking the language field as an example, the guide emphasizes that children should be guided to naturally develop their interest in words in life situations and reading activities. It is not in line with children's learning characteristics and acceptance to let children read too early by mechanical memory and intensive training. However, in some kindergartens that feature a certain aspect of the language field, teaching children to read by listening and reading literacy is not only a misinterpretation of reading, but also a disregard for children's age characteristics. Specialized study and intensive training in other fields are not uncommon.
(3) Highlight individual will, ignore kindergarten knowledge, and form a * * * vision. The head of the kindergarten plays a key role in the development of the kindergarten. The professional level and ideological height of kindergarten directors often determine the development direction and overall level of kindergartens, but not all directors are educators with excellent ideas and outstanding practices. At this time, if the personal will of the director is particularly highlighted in the creation of characteristics, there will often be deviations. Some directors who have no pre-school education professional background or even lack education professional background will have more serious consequences. In particular, some kindergarten directors define their own fields or personal tendencies as the characteristics of kindergartens, lack of full analysis and discussion on the history or long-term experience of kindergarten development, and fail to reach an understanding with other kindergarten managers and teachers, which makes the development direction of kindergartens lack the historical origin and fertile soil for wisdom cultivation, and even lack scientific problems. Therefore, the creation of kindergarten characteristics must be a * * * consistent vision formed by the director's personal thoughts and all the staff and parents.
Yunlu kindergarten design
Second, the basic principles of kindergarten characteristic development
The characteristic development of a kindergarten refers to the process in which the unique style and color of a kindergarten are constantly formed and displayed, and it is the process in which its uniqueness is formed, but the characteristic development of a kindergarten must be realized on the basis of high quality. Characteristic is the highest state of kindergarten development, which is based on the overall high-quality development of kindergarten, takes the connotation development and overall planning of kindergarten as the way, and aims at the comprehensive, harmonious and personalized development of children, marking the concise concept of kindergarten running and the formation of a unique education system. The development of kindergarten characteristics should follow the following three basic principles.
(A) scientific principles
The Outline of the National Medium-and Long-Term Education Reform and Development Plan (20 10 ~ 2020) (hereinafter referred to as the Outline of the Plan) puts forward that it is necessary to "follow the laws of children's physical and mental development, adhere to scientific teaching guarantee methods, and ensure children's happy and healthy growth". The planning and design of kindergarten development must conform to the value orientation and basic laws of preschool education, the objective laws and characteristics of children's physical and mental development, and the basic principles and requirements of kindergarten conservation education. The framework of kindergarten education system and every educational element in the system should not only conform to the relevant basic theories, but also stand the test of practice.
(2) Quality principle
High-quality kindergarten education can set a correct development track for children and really lay a solid foundation for the good development of individual life. The quality of kindergarten education refers to the degree and level that kindergarten education meets the needs of children's physical and mental development, and "children's interests first" is the fundamental principle to improve the quality of kindergarten education. Therefore, guiding the development of kindergarten connotation, improving the quality and designing the development of kindergarten as a whole are the main goals and basic path choices of the development of kindergarten characteristics. In the process of creating kindergarten characteristics, when thinking about development issues, judging various educational factors and perfecting various educational channels, the fundamental purpose should be to improve the quality of education and promote the good development of children.
(3) the principle of integrity
The characteristic development of kindergartens needs overall planning, and it should not affect the overall quality improvement and overall benefit of all educational elements of kindergartens because of one-sided or single-item strengthening. More importantly, it should not affect the realization of the goals and tasks of kindergarten education to promote the all-round and harmonious development of children. The Guide clearly points out that "we should pay attention to the integrity of children's learning and development". In the development of kindergarten characteristics, any one-sidedness and tendentiousness in content and time is not suitable, nor is it suitable for children to get all kinds of experience education. Therefore, the development of kindergarten characteristics should be the overall thinking and systematic planning and design of various educational elements, including the creation of kindergarten environment and atmosphere, the organization and maintenance of children's daily life, kindergarten curriculum and games, the relationship between kindergarten and family and community, the construction of kindergarten teachers, kindergarten management and so on.
Third, the path and direction of kindergarten characteristic development
Since 20 10, with the rapid development of preschool education in China, improving the quality has become the key. The Second National Plan of Action for Preschool Education lists "improving the quality" as one of the four key tasks for the development of preschool education in the next three years, with the emphasis on "improving the level of running a kindergarten". Therefore, improving the quality of kindergarten education is an inevitable choice after the three-year preschool education is fully popularized. The development of kindergarten characteristics must also take connotation development as the basic direction, quality improvement as the core task, and promoting the all-round development of children as the ultimate goal.
(A) focus on connotation development and quality improvement
The characteristic development of kindergartens can be realized at different levels. The relatively easy-to-achieve and dominant development is the improvement of kindergarten environmental conditions, especially the improvement of material conditions, including basic buildings, basic equipment and facilities for children's life, toys and materials inside and outside the kindergarten, and environmental layout. Therefore, in reality, it is often the director who pays more attention to or gives priority to the hardware construction and the improvement of material conditions in kindergartens. With the completion of the first three-year action plan for preschool education, the conditions for running kindergartens have generally been improved to varying degrees, and some kindergartens with better conditions have been further improved. However, judging from the connotation development of kindergartens, in recent years, there are more formal things, but less quality improvement, especially in some kindergartens with luxurious hardware conditions, and the quality of conservation and education is very uncoordinated with hardware conditions.
Connotation development is a development model that takes the internal factors of things as the driving force and resources. "Planning Outline" puts forward that quality improvement is the core task of education reform and development, and connotation development is the key to school development. In the future development, kindergartens should also take the road of connotation development and quality improvement. Connotation development of kindergarten is the basic way and inevitable choice to improve quality. Quality reflects the connotation of kindergarten, and quality improvement is essentially the result and performance of kindergarten connotation development. The focus of kindergarten connotation development is the overall progress of education quality with the goal of physical and mental development of children and teachers. Practical experience shows that connotative development is of great significance to the vitality stimulation and sustainable development of kindergartens. Through connotation development, we can update the educational concept of kindergartens, improve teachers' professional quality and conservation education ability, and promote teachers' specialization; It can also enrich the kindergarten culture and good spiritual environment, and show the vitality and motivation of the kindergarten.
As the style and tone of kindergarten, characteristics must be attached to the development of connotation and the improvement of quality. Never make features at the expense of quality and children's all-round development. Features can be absent, but quality is absolutely indispensable. According to the basic requirements of the State Council's Opinions on the Current Development of Preschool Education, high-quality kindergarten education must be: implementing scientific conservation and education, following the physical and mental characteristics and development laws of children; Paying attention to the all-round development of children can combine protection with education, take games as the basic activity, teach students in accordance with their aptitude and realize family education. The characteristic development of kindergartens is a process of achieving high quality in an all-round way from the achievement of these basic requirements, and then moving towards Excellence and uniqueness.
(B) the formation of the overall framework and education system
Paying attention to the overall development is the basic principle of kindergarten characteristic construction. Generally speaking, the overall framework includes three main parts: educational theme, core concept and framework system.
The theme of kindergarten education is the basic direction and main line of kindergarten development, which can be the historical accumulation of kindergarten development, the unique characteristics of kindergarten based on geographical and humanistic environment, and the common vision and value pursuit of kindergarten education by kindergarten directors and teachers. The development theme determined by kindergarten should not only conform to the existing history and research results of kindergarten, but also conform to the common vision of kindergarten directors and teachers, and also conform to the principles and requirements of preschool education and the characteristics and laws of children's physical and mental development. The distinctive educational themes of kindergartens are all based on educational thoughts, educational theories and educational creeds. We think about preschool education from a higher and more macro perspective, and understand preschool education from a more primitive and ontological value.
The idea of running a garden is a refined interpretation of the core connotation of the educational theme, which can lead teachers' educational ideas and behaviors, embody the educational ideas advocated by kindergartens, and show the educational beliefs pursued by teachers and the educational ideas recognized by teachers. In order to make the development theme of kindergartens become the common goal and pursuit of educators, which is easy to be understood by everyone and reflected in daily work and educational practice, kindergartens need to express the meaning of the theme or the ideas under the theme in appropriate, clear and poetic language. Appropriateness means that the expression can scientifically and accurately explain the meaning of the theme of kindergarten education and reflect the deep understanding and deep feelings about the essential characteristics of preschool education. Clearly emphasizing the clarity and conciseness of expression can indicate the direction of directors and teachers' efforts and the goals of their work, which is easy to understand and practice. Poetic expression refers to preschool teachers' feelings and enthusiasm for the cause, their love for children and their sincere expression.
Forming a framework system means that all educational elements such as material and humanistic environment, curriculum and educational activities, management and system construction, teachers and teaching and research activities, cooperation between kindergartens and families and communities are reasonably organized into a whole, and around the educational theme, the concept of running a garden is embodied, forming a framework system with internal logical connections. This is a process of theoretical construction and logical argumentation. Under the established development theme and educational concept, judge whether each educational element conforms to science, quality and characteristics. This is also a process of eliminating the root causes, checking and filling the gaps. Through the overall and systematic thinking of various educational elements, we can clearly see what is missing, what is valued and what is neglected in this kindergarten education system, and what has deviated from the scientific track of preschool education, which needs to return to its origin, re-establish concepts and reconstruct forms.
(c) Constantly innovating and improving educational practice.
Forming practice form is the last and most difficult step in the overall development of kindergartens, which requires kindergartens to implement the established framework system at all levels and links of practice. Principals and teachers need to think about every element of kindergarten, such as material and humanistic environment, curriculum and educational activities, management and system construction, teachers' team and teaching and research activities, cooperation between kindergarten and family and community, etc., and clearly realize what achievements have been made in practice, which have not been realized, which have been done well and which have not yet been put in place, and then make bold attempts in practice, reform and innovation, so that the kindergarten education system can be improved and all elements can be implemented, and finally form a kindergarten.
Once the kindergarten forms its own characteristics in educational practice, it will be fully reflected in the visible elements such as culture, environment, curriculum and teachers, showing unique, spiritual, exquisite and outstanding characteristics. The first is the unique garden culture. Culture is the soul of a kindergarten. The kindergarten culture that pursues characteristic development must be unique to this kindergarten, derived from its historical development and cultural inheritance, and its value pursuit, concept, spiritual atmosphere, emotional tone, ethics and management style that others cannot transplant. It not only has the characteristics of China culture, but also embraces multiculturalism, respecting the value of children's childhood life and preparing for their lifelong learning and development. Secondly, the spiritual garden environment. The physical environment and spiritual atmosphere of those excellent kindergartens not only make children feel safe physically and mentally, but also are full of spirituality, have a good relationship with children, can respond to and meet the characteristics and needs of children's physical and mental development, and make every child feel support and encouragement, and feel happy, confident and belonging. The third is the exquisite kindergarten curriculum. The kindergarten curriculum with its own characteristics not only meets the basic requirements of Outline and Guide, but also embodies the characteristics of high quality. More importantly, it is creative in design, intelligent in generation and ingenious in conception, which can promote children's all-round and personalized development. The fourth is excellent kindergarten teachers. The formation of kindergarten characteristics needs an excellent team of professional teachers. Having a group of excellent teachers with lofty moral wisdom and exquisite educational wisdom is an important part of the development of kindergarten characteristics and the core force of the development of kindergarten characteristics.
Yunlu kindergarten design
In a word, the characteristic development of kindergartens is the inevitable result of constantly moving towards high quality and Excellence. Generally speaking, the characteristic is that the kindergarten is outstanding, with exquisite works and excellent team, reaching an excellent development stage. As a kindergarten education whose main goal is to promote the all-round and harmonious development of children, any one-sided and narrow approach is inappropriate. The characteristic development of kindergartens must abandon the one-sided development view, make an overall plan for kindergartens, expand educational horizons, deepen and promote the development theme, and realize the leap from characteristic teaching materials, characteristic activities or characteristic courses to the overall high-quality development and system formation of kindergartens.