Kindergarten teachers are confused about why they should do
The article points out that the kindergarten teachers who are prevalent in kindergarten education in China don't know what they should do. It points out that the kindergarten education practice relies too much on children's developmental psychology theory. The lack of thinking and the lack of education core value are the macro reasons. Without distinguishing between the difference between high-structure and low-structure courses and educational activities, misunderstanding and reversal of the implementation process of the two are microscopic reasons.
Kindergarten teachers are the implementers of kindergarten courses and educational activities. The professionalism of kindergarten teachers is to show that they should and must know how to implement kindergarten courses and educational activities in kindergartens. When a kindergarten teacher doesn't know what to do every day, he is often in a state of "cloudy fog" and is overwhelmed. It is not a good teacher. When a kindergarten teacher is asked to do something that should not be done, or something that will not be done at all, then it will inevitably lead to burnout.
Speaking from "Unlocking kindergarten teachers"
In recent years, some WeChat platforms have often reprinted two articles I have published, "Untied kindergarten teachers" and "Reconsidered to kindergarten teachers." This is two articles that have had some repercussions in the preschool education field in China. I reviewed the time of publication of the two articles, the former being 2004 ("Early Education", No. 9 of 2004), the latter being 2006 ("Educational Guide", 2006, issue 6); I reread these two An article and an excerpt from the questions raised in the article:
“Our kindergarten teachers are being asked to do too many things that should not be done by them. Some things are that they can’t do it, and they can’t do it. Kindergarten teachers are not experts in child development psychology or measurement, but they are It is required to observe and measure the development level of each child in terms of movement, cognition, emotion and personality, and to develop an educational plan suitable for each child's development level accordingly. Kindergarten teachers are not course experts, but they are required To prepare course objectives, select and organize course content, produce teaching aids and courseware; they are asked to create 'garden-based courses' that are different from others. Kindergarten teachers are not scholars, but they are required to do 'scientific research' To prove the 'general law' in early childhood education, or to discover new principles of early childhood education, and to use 'research results' as a basis for assessing grades or upgrading. Kindergarten teachers are also required to do 'observation, record and Reflections, these even many scholars and experts have not figured out what to do, and now every teacher is required to do it. It has become another burden added to the teacher....
Our kindergarten teachers are required to do too many things that should not be done by them, or even things they will not do, so that their enthusiasm for the development of early childhood education and reform will inevitably suffer. After more than ten years, the above problems still exist, and there are no signs of improvement. After more than ten years, many kindergarten teachers are still doing things they don’t understand, doing things that should not be done by them, or It is something they will not do. As a result, kindergarten teachers either “blindly follow the trend†or “insensitive†or “do itâ€... Nowadays, under the command of comprehensive pre-primary education, a large number of people join the kindergarten teachers team. If the problem is not improved or solved, it will directly affect or even threaten the quality of kindergarten education.
Disputes between developmental psychologists and early childhood educators
Kindergarten education has special features, after all, it belongs to education. Education is a purposeful, organized, and planned social practice. The purpose and planning of education depends on value. It depends on what kind of people we want to train young children, and the choice of educational value is mainly determined by macro politics. Economic, social, cultural and other factors determine, rather than micro-children's development status. Many kindergarten teachers don't know what to do every day. It's related to people who don't know what kind of children should be trained through kindergarten education. In other words, many kindergarten teachers don't know what the purpose of kindergarten education is. What is the plan? What is the value appeal behind it? Or they are “misleading†by some scholars or by some guidance from administrative or teaching staff.
At a high-end international academic conference in 2015, famous preschool education experts from all over the world arguing fiercely at the conference. One of the arguments is a child development psychologist, and the other is a child educator. The focus of the debate is "Why is early childhood education?" Child development psychologists believe that early childhood education should grasp the laws of child development and make education To be suitable for children, to meet children, to ensure that children are to the greatest extent possible; early childhood educators believe that the fundamental value of education is philosophical thinking, not psychological thinking, is the result of speculation, not scientific argument As a result, therefore, the purpose and planning of kindergarten education are mainly pre-set by the state, not by teachers or children.
Internationally, the dispute between child development psychologists and early childhood educators in the field of kindergarten education has actually happened countless times. They have interpreted the theory and practice of kindergarten education from different positions and perspectives. The former is more Pay more attention to children, and even start from children, and promote the purpose, content, methods and evaluation of kindergarten education; the latter pay more attention to the value of education, determine the purpose of kindergarten education according to the value determination, and select and organize content for the purpose of realization. , identify methods and approaches, and implement evaluations. For example, the topic of “whether to pass on the Chinese excellent culture in kindergarten educationâ€, children development psychologists will think more about “whether the age characteristics of young children can understand and accept the 'classic'; whether they are interested in it, Is there a need; they will only passively accept in their study, not actively explore..."
And early childhood educators will think more about "Kindergarten education is the starting point for inheriting Chinese excellent culture. It is necessary to embed the 'classic' from the younger into the children's mind and become a lifelong national cultural gene..." Worldwide, child development Psychologists have mastered the power of preschool education, and many of their views have been considered the true meaning of preschool education. However, as time goes by, as long as they are still engaged in pre-school education, they are constantly adjusting themselves in criticism, frustration and constant reflection. As early as the 1990s, Goffin (SG) had criticized the theory of child development as a theoretical basis for early childhood education:
1 equating development theory with educational theory is to equate the question of "what is" with the question of "what should be";
2 Development as a result of education is equivalent to stressing what children can do, not what children should do, and what children should do is the most educational and needs to be clarified from philosophy and ethics, not development theory. What can be solved;
3 Too much reliance on development theory will make educators put aside the issue of social values;
4 Depending on the development theory to determine the educational goals, it will blur the political orientation of the teaching content, and it is intended that the choice of curriculum should be determined by the suitability of development, rather than the political and moral priorities;
Gufen’s criticism is in the phrase. Nowadays, the state has required all types of schools to regard "Lide-de-tree people" as "the core of developing socialist education with Chinese characteristics, and the essence of socialist builders and successors who cultivate moral, intellectual, and all-round development." The curriculum is the main carrier of educational thoughts, educational goals and educational content. It embodies the national will and socialist core values. It is the basic basis for school education and teaching activities and directly affects the quality of personnel training.†This is clear, even preschool education. It has its own special features and it is impossible to deviate from it. Today, kindergarten teachers are not explicitly informed of the value and purpose of kindergarten education, and are not provided with resources and materials to achieve these values ​​and purposes, but are constantly being asked to observe and measure each child's movements, cognition, mood and personality. The level of development of the aspect, and accordingly, for each child to develop an educational program suitable for its level of development. It should be noted that kindergarten teachers are not child psychologists. This kind of technology-oriented orientation is not only a child developmental psychology orientation, but also an early childhood education orientation, and it is difficult to operate, so that a large number of teachers are struggling in educational practice. .
About the kindergarten regulations
From the micro level, that is, the kindergarten curriculum and the implementation of educational activities, examine the dilemma faced by teachers, that is, many kindergarten teachers do not know what to do every day, or are often required to do things that should not be done, or not at all. thing. Requiring every kindergarten teacher to go to the garden-based curriculum is a difficult problem often encountered by kindergarten teachers.
Kindergarten courses and educational activities can be roughly divided into two types: low structure and high structure. Low-structure courses and educational activities are child-oriented. In the curriculum and educational activities, the composition of the game is more than the teaching. On the contrary, high-structured courses and educational activities are teacher-oriented, and the composition of teaching and educational activities is more than that of games, and is based on teacher presupposition. It is very important to distinguish between the two types of courses and educational activities of different natures. It is very important for kindergarten teachers to do what they should do. Otherwise, kindergarten teachers will be trapped in difficult traps.
Children-oriented low-structure courses and educational activities, the composition of the game is more than the teaching, is based on the generation of children, the goals of the curriculum and educational activities itself are uncertain, generative and free, therefore, different kindergartens must There will be different courses, different teachers will inevitably implement different educational activities. Such courses and educational activities must be child-oriented, class-based, and kindergarten-based. Teachers-oriented high-structure courses and educational activities, the composition of the game is less than the teaching, the teacher-based presupposition, the objectives of the curriculum and educational activities are certain, these goals are consistent with the purpose of kindergarten education, is Set to achieve educational value.
Therefore, it is not important whether different kindergartens implement the same curriculum and whether different teachers implement the same educational activities. What is important is whether the objectives of such courses and educational activities are accurate, and whether the content of the courses and activities can be achieved. Whether goals, methods, approaches, and evaluations are consistent with the course objectives, content, and whether education in all areas and areas is balanced. It should be noted that the so-called kindergarten curriculum refers to low-structure courses, or kindergarten courses consisting mainly of low-structure education activities.
The implementation of such courses depends on the professional level of kindergarten teachers, the teachers' interpretation and understanding of children and their behaviors, and the need to provide professional training for kindergarten teachers to let them know that they are in the process of implementing curriculum and educational activities. What should be done. It should be noted that the so-called kindergarten curriculum does not refer to high-structure courses. Kindergarten teachers are not course specialists, but they are required to set goals for high-structural courses and educational activities, to select and organize the content of courses and educational activities, to produce teaching aids and courseware; they are required to create “different from othersâ€. Courses and educational activities are not only difficult things, but they can also harm children because of the quality of the curriculum and educational activities.
At the micro level, this misunderstanding or misguided guidance is also an important reason why kindergarten teachers don't know what to do.
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