Question 2: The activity curriculum of multi-integrated kindergarten includes the activity curriculum of multi-integrated kindergarten which was carried out in our class as a pilot class last semester. At that time, we were in the same mood as everyone now, full of confusion. After all, we don't know much about this new course. How should we carry out our work? How to accumulate data? ..... A series of problems are bothering us, and we don't know where to start! Later, with the help of the director, we looked up some information and referred to the experience of others in this field. We have gained valuable experience in step-by-step exploration. Now let's talk about some of our practices and experiences.
First of all, be familiar with the teaching materials and understand the concepts of multiple comprehensive courses.
The multi-integrated kindergarten activity curriculum is constructed according to the Outline and Regulations. This course embodies the organic, orderly and effective integration of educational ideas, activity objectives, activity contents, educational resources, educational methods and means, and early childhood development system. It chooses themes and designs activities around the core experience of children's life, which makes all fields and fields organically integrated. So when we get the book, the first thing is to be familiar with the content of the textbook and understand the concept and topic of the course.
Second, according to the reality of kindergarten and children in this class, choose the theme in combination with seasons, festivals and children's interests.
On the basis of being familiar with the teaching materials, I began to choose the theme. When we choose the theme, we don't necessarily follow the order of the books, but determine the theme according to the reality of the children in our class and the seasons or festivals. For example, when we first started the theme activity, it was in autumn, so we chose the third theme in the book, green plants. The first theme in the book, I grew up, was arranged around New Year's Day. In short, the choice of theme is flexible and must be determined according to children's interests and actual situation.
Three. Collection, processing and utilization of information materials.
After the theme is determined, it is necessary to make a theme network and a theme generation wheel. Then begin to collect, process and use information. In this process, we adopted a multi-directional interaction model among teachers, children and families. Family resources are important resources that can't be ignored in theme education activities. Therefore, when carrying out the theme activities of "green plants", we should first introduce some information about the theme activities to parents, and give full play to the role of parents, asking parents and children to actively seek relevant information through various channels and mobilize children to absorb information with various senses. Parents and children collect a wide variety of materials, including books, pictures, cards, various models, physical objects, text materials downloaded from computers, etc. Through the collection and arrangement of data, children's understanding of green plants is enriched, and their practical ability and exploration enthusiasm are improved. It provides material and spiritual guarantee for the activities.
Fourth, carry out various thematic activities.
The diversified kindergarten activity curriculum emphasizes the idea that all-day activities in kindergarten are courses, and highlights the position and role of regional activities, games, sports activities, life activities, parent-child activities, social activities, mixed-age activities and visits in kindergarten curriculum. When we carry out thematic activities, we can find different entry points according to the actual situation, so as to achieve the purpose of education. For example, in the theme of "green plants", we arranged a variety of activities, such as parent-child activities, parents and children collecting information about vegetables together, making vegetable tabloids and so on. Visit activities, take children to visit plantations and get the perceptual experience of vegetables; Scientific activity "Delicious Vegetables"; Art activity "Plant Modeling"; Life activities such as "cutting vegetables" let children feel and know all kinds of vegetables in many ways. Activities can also be organically integrated to organize comprehensive theme activities. (For example)
Fifth, do a good job in data accumulation.
What information do I need to accumulate to carry out the theme activities? There are two main types: one is the text.
Written materials (including theme generation or theme description, theme goal, theme network diagram, theme occurrence wheel, theme activity design in the process, theme evaluation, etc.). ); The other is picture materials (including photos, pictures, etc. ). It is suggested that each class should make a theme activity data set every semester.
Sixth, the effect analysis of carrying out theme education activities.
Taking the theme activity of "green plants" as an example, this paper discusses the effect of the theme activity.
The theme activity of "Green Plants" lasted for seven weeks. In the activity, teachers and children have enough time to carry out the theme, which has changed the hasty and superficial practice in the past. Children can spontaneously discover problems, collect data and explore problems in theme activities. During the seven-week event, you can visit ...................................................................................................................................................................... & gt
Question 3: What are the different themes of kindergarten theme, comprehensive and integrated education? Thematic network teaching. For example, the "National Gala" is a theme, so it extends to five major fields through this theme. Language can be the story of traditional stories, and society is the friendship of all ethnic groups. We should learn from the traditions of all ethnic groups and have a healthy understanding of their delicacies.
Synthesis: it is not divided into fields.
Integration is to integrate one or several domains into a class.
Question 4: How can kindergarten play activities and learning activities be integrated into math education activities? Children's active play has become the leading activity in this field. Only in a very short time, I taught my children some concepts of numbers suitable for their development level from individual teaching forms. At first, I was worried that using games instead of teaching would lead to a decline in the quality of mathematics education, but after several rounds of teaching practice, I saw children's autonomy and creativity in game activities, and saw that the formation of mathematical concepts in relaxed situations was better than traditional teaching, and my concerns were completely dispelled. In the activity of "knowing the adjacent number of 7", I designed a group game of "rabbits picking mushrooms", aiming to defeat the enemy, let the children experience the difficulties themselves and find ways to overcome them. In situational activities, not only the addition and subtraction within 7 in mathematics, but also the jumping, climbing and drilling in sports are combined, and the children's ability to explore bravely, be lively and active, not afraid of difficulties and overcome difficulties is also cultivated. This math game pays attention to children's exploration, feelings and ability development, taking into account children's autonomy and creativity as well as children's mathematical thinking. Children are interested in learning mathematics unconsciously. Exercised mathematical thinking and got happiness.
Question 5: Where does the food come from? Some things are brought by parents, and some are charged in the park.
Question 6: What is the organizational strategy of educational activity design in kindergarten comprehensive curriculum? Collective teaching activities in kindergartens are a very important part of children's daily activities, which are carefully designed and prepared by teachers every day, and can also be said to be the main way for children to acquire knowledge and skills. The essence of teaching is the process that teachers organize students to study effectively with purpose and plan. First, the formulation of teaching objectives The teaching objective is a teaching activity to teach children what to learn and what to get. It plays a guiding role in the whole teaching process and guides the smooth development of the teaching process. Therefore, teachers should set teaching goals that are in line with children's reality. How to inspire children to use existing knowledge and experience to participate in learning, solve problems and acquire knowledge and ability is one of the fundamental purposes of teaching. Scenario 1, the teacher didn't consider the child's existing knowledge and experience level, and set the goal too low, limited to the three shapes known to the child, which led to the child's distraction. Teachers can add several shapes appropriately, which is more in line with children's practical experience. In Scenario 2, the teacher designs and organizes activities according to the development needs of children and the existing knowledge and experience, takes advantage of children's existing experience in throwing sandbags to participate in learning, solves the problem of picking up sandbags, and masters new skills such as "sandbags on the head". One of the effective teaching strategies is to set goals according to the actual situation of children. Second, the innovation of teaching form The traditional singing teaching always sits in the classroom, and the teacher sings with the children and learns over and over again. The children are not interested and the teacher is very tired, so the teacher must innovate in the course of class. For example, the teacher of the baby class in Scenario 2 makes use of the child's unconscious memory to let the child learn this song easily in play. The innovation of teaching form plays an important role in effective teaching. Third, the design and painting activities guided by teachers' questions The fundamental purpose of teachers' tour guidance is to stimulate children's interest in re-creation, fully awaken children's potential creative consciousness, infiltrate the cultivation of aesthetic consciousness and ability, and promote children to better express their inner world. Therefore, when teachers discover children's problems, they should pay attention to using appropriate inspiring language to guide children to recall and refine the experience related to this activity at any time and express their aesthetic feelings. If the teacher says, "Diandian, how lonely a chicken is! Look, we children are playing with many people. Chickens are only happy when they like to play with their good friends. Let's draw some good friends for them! " Using specific emotional references, it is easy to arouse children's desire to create again. Fourth, the design and use of teaching AIDS, the selection and use of teaching AIDS should be clear and marked with rules. Scene 1 The ant teaching aid used by the teacher can actually be made into pictures and pasted on the chest. Before using each teaching aid, teachers should make full preparations in advance and practice their own operations first, so as to avoid being in a hurry in teaching activities and losing interest and teaching effect. Scene 2, because the teacher didn't operate in advance, the design was too trivial, and there were mistakes in the use of teaching AIDS, which backfired. The application of teaching AIDS focuses on mobilizing children's learning enthusiasm, so that teaching can be effective. In short, to improve the quality of teaching, effective teaching must be implemented, and effective teaching methods can make children gain something.
Question 7: The goal of ppt activity in kindergarten theme integration activity curriculum teaching;
1, know several common fruits (apples, bananas, grapes, oranges) and understand their basic characteristics.
2. Observe the ups and downs of fruits in the water, and get the experience about the ups and downs of objects.
3. Know Chinese characters: sinking and floating.
Activity preparation:
1, a bag of apples, bananas, grapes and oranges.
There are some apples, bananas, grapes and oranges on each table, and a basin of water.
3. A record card (with a big water glass on it and a water level line on it) and some cards of apples, bananas, grapes and oranges.
4. The big names are "heavy" and "floating" respectively.
Activity flow:
1, touch it.
A. The teacher shows the "fruit bag" and asks the children to touch the fruit in the bag and guess what it is.
B, pour it out, have a look and talk about the shape and color of each fruit.
2. Think about it.
Teacher: What will happen if you put these fruits in water? (Children boldly guess) B, the teacher makes a record on the record card according to the children's guess and judgment.
3. Give it a try and talk about it.
A, please put the fruits on the table into the water and observe them carefully.
B, let the children talk about what they saw in the experiment.
C, guide children to compare the experimental results with the expected results, and help children correctly use "sinking" and "floating" to express the ups and downs.
4, play (game: fruit ups and downs) A, bring fruit cards to children.
B, the teacher alternately shows "heavy" and "floating" cards. It is the "Shen" card, and the children with grapes and bananas come out; It's a "Gone with the Wind" card. Children with oranges and apples come out.
C. at the beginning of the game, send red flowers to the right children.
D. After exchanging cards, the game is repeated.
5. The activity is over.
Teacher: Besides these fruits, what other fruits are there? (The child answers freely) After inviting the child home, if mom and dad buy other fruits, what should you do if you taste them and put them in water?
Question 8: How to integrate kindergarten curriculum When it comes to the integration of information technology and kindergarten curriculum, we must first make clear what is kindergarten curriculum integration. That is, all the parts and elements of kindergarten curriculum are organically combined to form a whole curriculum, so that children can develop in an all-round and harmonious way in independent activities and train children to become active and effective learners in a planned and step-by-step way. Secondly, we should make clear the connotation and significance of information technology, understand the basic ideas and methods of the integration of modern information technology and kindergarten curriculum, and lay a solid foundation for the integration of the two. Since 1980s, the international preschool education community has gradually realized the importance of the integration of information technology and curriculum for children's learning, and it has become the consensus of international and domestic preschool educators to provide "integrated" curriculum for children. Based on my understanding of kindergarten information technology and curriculum integration, I will briefly talk about the following aspects.
1 Effective use of information technology for multi-angle curriculum integration
1. 1 Use information technology to realize the integration of course content.
Kindergarten curriculum in curriculum reform has two characteristics: first, it emphasizes experience, emphasizing that children are more suitable to use multiple senses, with direct experience and independent operation as the main active learning methods; The second is to emphasize the sum of various activities, that is, the kindergarten curriculum should point to the activities of the kindergarten for one day.
Our curriculum activities also fully reflect these two characteristics in the integration of content. Using multimedia equipment to carry out diversified thematic teaching activities, this activity not only refers to teachers using information technology to guide children to carry out a series of learning activities in a planned way, but also includes multimedia situations with educational potential created from children's own interests, experiences and needs, so that they can independently generate various activities in this situation. For example, in the theme activity of "My favorite car", teachers can use multimedia to play some busy scenes in real life, so that children can observe all kinds of cars coming and going in the picture; Use the convenient internet to collect and sort out all kinds of car toys and take pictures with children. Introduce special purpose vehicles, such as fire engines, ambulances and police cars. By playing animated video materials for children. This shows that the integration of information technology and curriculum content not only helps children accumulate a lot of experience, promotes the harmonious development of children's body and mind, but also expands the teaching scope of teachers, making it not limited to books and textbooks.
1.2 Use information technology to realize the integration of curriculum forms, methods and means.
The integration of methods, forms and means can be carried out in the process of curriculum design and educational activities, but more importantly, in practical educational activities. This integration needs the experience of educational practice, insight into children's activity level and adaptability of educational activity organization. And these experience abilities are the key to ensure the success of the whole education integration.
Children's daily activities include all kinds of activities. These activities can be roughly divided into specialized learning activities, game activities and life activities. They all have special value in children's development and are also indispensable links in kindergarten curriculum implementation. Therefore, the implementation of kindergarten curriculum should focus on various activities in children's daily life. At this time, we can make use of the immediacy and correlation of modern information technology to strengthen the organic connection between various activities and give play to the complementary role of these activities, so as to learn in life, learn in games, learn to connect with life and make use of life, and make daily life a real educational whole.
2 using information technology to enter the family community and realize the integration of curriculum resources.
Kindergartens, families and communities have rich educational resources, which should be fully utilized and organically integrated to have a positive and effective impact on children's growth in a truly coordinated way.
First of all, using the convenience of information dissemination on the Internet, we have opened up an online parent garden. Our garden introduced the latest teaching trends to parents in a prominent position on the website, and made detailed publicity and explanation on the spirit and specific content of curriculum reform, so that parents can know the development of our garden anytime and anywhere, and these explanations will help parents to understand and support the teaching work.
Secondly, we should make use of the immediacy of information dissemination on the Internet to keep close contact with our families. Contact and communicate with parents in real time through QQ and family contact cards. It is more conducive for parents to obtain relevant information, feedback their children's study and life in the park in time, and give full play to the educational power of the family.
Third, make use of the universality of Internet information dissemination to understand the community, enter the community, and integrate into the community ... >>
Question 9: How can theme education be integrated into kindergarten curriculum? In order to further implement the spirit of the new syllabus, our garden began to study the comprehensive curriculum of kindergarten activities on 200 1. This course runs through the concept of comprehensiveness, theme and pluralism to carry out kindergarten education and teaching, which can further promote the all-round and harmonious development of children and provide an effective way for the research and practice of the new curriculum. This is a subject with considerable theoretical value, practical significance and development prospects. In more than three years, we have conducted extensive and in-depth research from both theoretical and practical aspects, focusing on how to embody the spirit of the new syllabus and explore the integrated curriculum of life, games and learning.
First, the research background of kindergarten activity integration curriculum
First, conform to the trend of preschool education reform at home and abroad.
In recent ten years, there have been many educational curriculum reform schemes in foreign preschool education reform, such as the "early start" in the United States and the "new curriculum scheme" in New Zealand, especially the "Reggio scheme teaching" in Italy, which emphasizes the implementation of activity integration curriculum by choosing themes that are in line with children's nature, and allows themes to be generated in the preset schemes according to the needs of children's development. In China, such as Nanjing, Shanghai and Taiwan Province Province, the research on the comprehensive curriculum of kindergarten activities was carried out as early as a few years ago. The main forms of curriculum are "activity" and "integration". According to Gardner's theory of multiple intelligences, this theory advocates respecting the uniqueness of each child, but does not simplify them. In the two years since the implementation of the new textbook, preschool education research associations and kindergartens all over the country have also discussed and studied "theme activity curriculum integration". The similarity of these educational reforms is "children's development-oriented", the research of curriculum reform is regarded as educational research, and curriculum is regarded as a bridge connecting practice and theory. Chen Heqin, a great educator, said, "We can't make kindergarten courses as independent as university courses. What is music? Stories are stories, which do not affect each other. Kindergarten curriculum should be integrated into a systematic organization. " Therefore, in order to conform to the trend of today's education reform, based on an international perspective, and promote the pace of kindergarten curriculum reform, our garden lost no time in putting forward the study of "comprehensive curriculum of kindergarten activities".
Second, it conforms to the spirit of the new syllabus and the outline of basic education curriculum reform.
The new "Outline" points out: "The content of kindergarten education is comprehensive and enlightening. The contents of various fields should penetrate each other and promote the development of children's emotions, attitudes, abilities, knowledge and skills from different angles. " The organization of educational activities should give full consideration to children's learning characteristics and cognitive laws, and the content in all fields should pay attention to interest and integrate education into life and games. The above discussion reflects the orientation of the holistic view of preschool education curriculum. The comprehensive curriculum of kindergarten activities emphasizes the mutual penetration and organic combination of health, language, society, cognition and art. In the process of curriculum implementation, the comprehensive concept of one-day activities is established, and the curriculum is integrated into children's daily life, games and learning, so that children can develop integrally, harmoniously and comprehensively in the process of learning, living and playing.