The purpose, nature, tasks, characteristics and principles of kindergarten education

I don’t know what to answer below. The purpose of early childhood education is the goal. The overall goals of kindergartens include educational goals and management goals, both of which organically form a "goal management" system. Educational goals, that is, training goals. In kindergartens, what plays a leading role is not the physical conditions such as garden buildings and facilities, but the kind of people the children should be cultivated into. Clear educational goals reflect the direction of running the kindergarten, govern all educational activities of the kindergarten and restrict all management activities. Therefore, establishing and implementing scientific educational goals is the primary task of management. 1. Basis for establishing kindergarten education goals 1. According to the objective requirements of social development, first of all, early childhood education has social attributes. Education is a unique social activity for human beings. Its function is to transfer the knowledge, experience, skills, ways of thinking, spiritual civilization, excellent qualities, national traditions, etc. accumulated in human history to the next generation in a planned, organized and purposeful manner. Cultivate people who serve society. This unique human social activity affects thousands of families and is related to the growth of future generations and the prosperity of the nation. Secondly, education must be restricted by the nature of society. Different societies, different classes or social groups always stipulate the direction of cultivating the new generation according to their own interests and needs. Socialist early childhood education should lay a solid foundation for children to enter primary school, lay a solid foundation for bringing up a new generation, and cultivate builders and successors of the socialist cause. Third, educational tasks must adapt to the needs of social development. At different stages of development, a country has different quality requirements for its new generation. In the early 1950s, my country required kindergartens to complete the two major tasks of educating young children and serving production and construction (including liberating women's labor force). In the late 1970s and early 1980s, our country entered a new stage of the "Four Modernizations" construction, and the climax of the new technological revolution sweeping the world also arrived at the same time. Therefore, "producing more talents, producing talents quickly, and producing good talents" has become the key to social development. The urgent needs of education have made the traditional education concept and talent quality concept that only focus on imparting knowledge face severe challenges of the times. Comrade Deng Xiaoping put forward the policy of "education should have three aspects", which injected new connotation and vitality into educational reform and training goals. Therefore, the state clearly stipulates the cultivation of a new generation of people with "four possessions", "three loves" and "two spirits". With the deepening of early childhood education reform, since the 1980s, it has been emphasized that in the process of enriching children's knowledge and experience, attention should be paid to developing intelligence and talents, cultivating good personality, developing social qualities and adaptability, etc. Today, at the turn of the century, it is required to further deepen educational reform, comprehensively promote quality education, use modern educational technology, pioneer and innovative education, and emphasize the cultivation of innovative spirit and practical ability and other new directions. These constantly evolving new requirements are all put forward to meet the needs of social development. 2. It is the central task of early childhood education to comprehensively promote the harmonious development of children's quality based on the laws of children's physical and mental development and their needs. Development includes both physical and mental aspects. The former refers to the normal development of the body and the enhancement of physical fitness; the latter refers to the acquisition of knowledge and skills, the enrichment of life experience, the development of intellectual talents, the cultivation of ideological quality, as well as the development of emotions, interests, hobbies, ambitions and character. Since the "body" and "mind" of young children are an organically unified whole system, it is necessary to ensure the synchronization, coordination and harmonious development of the two, which is often referred to as the "all-round development of body, intelligence, morality and beauty". The physical and mental development of young children is regular, with both continuity and stages. The essence of development is the continuous development of individual potential, which is manifested in the process of continuous development in all aspects from the "existing development zone" to the "proximal development zone". If educational requirements for young children are too high, too difficult, or too low or too easy, it will violate the laws of children's physical and mental development and fail to achieve the purpose of developing potential. Therefore, the formulation of educational goals must be based on the objective laws and requirements of children's physical and mental development. 3． According to the enlightenment nature of early childhood education, early childhood education is enlightenment education. This is because children’s understanding of the objective world is still at a hazy stage, and they cannot yet accept systematic scientific knowledge in categories. Therefore, the task of early childhood education is to lay a good foundation for entering primary school and to create a new generation. The characteristics of this enlightenment are: first, the content that young children understand should be common, representative, concrete, and easy-to-understand natural and social knowledge in the living environment around children. concepts such as time and space, and the development of language expression and aesthetic abilities.

For example: let children understand specific things in the objective world, and recognize the external characteristics of objects such as shape, structure, color, smell, size, length, thickness, and their quantitative relationships, time-space relationships, etc. Know the names of things, their uses, and their relationships with people. Learn to sort, compare similarities, differences, and classifications, and understand the interconnections and causal relationships between things or natural phenomena, etc., without requiring children to master abstract theories. Second, although the cognitive requirements for young children are rough and simple, they must be scientific, materialistic, and dialectical. Third, the method of early childhood education should be vivid, concrete, intuitive, lively, and require the reasonable combination and comprehensive use of various forms, means, and methods to create a three-dimensional and open educational environment. Fourth, it is emphasized that early childhood education does not focus on imparting knowledge as its main goal, but focuses on developing children's qualities, developing children's intelligence and creative talents, cultivating good personality and quality, and improving their ability to adapt to the social environment. In short, grasping the enlightening nature of early childhood education is to strictly distinguish it from primary education, prevent the tendency of primary schooling or adultization, and make the educational goals truly based on the working rules of early childhood education. Only by grasping the basis of the above three aspects can scientific educational goals be established. 2. The expected educational goals of the kindergarten education goal structure system are achieved through the goal structure and its operation process of integration, division and integration. Structure is the guarantee of function. The educational goal structure of kindergartens in my country is under the macro-guidance of the overall national early childhood education goals, and includes various educational fields and teaching material classification goals, children's physical and mental quality development goals, school stage goals, unit theme education goals, and specific educational activity goals. . This is a criss-crossing and organically combined target system formed through the thinking process of "synthesis-analysis-synthesis". 1． The overall goal of early childhood education. Article 3 of the "Kindergarten Work Regulations" issued by the National Education Commission in 1996 clearly stipulates: "The tasks of kindergartens are: to implement the principle of combining care and education, and to implement comprehensive physical, intellectual, moral and aesthetic aspects for children. The fifth article also specifies the main goals of kindergarten care and education: "Promote the normal development of children's bodies and the coordinated development of their functions, enhance their physical fitness, and cultivate good living habits, hygiene habits and Interest in participating in sports activities. Develop children's intelligence, cultivate their basic abilities to correctly use their senses and use language to communicate, enhance their understanding of the environment, cultivate useful interests and desire for knowledge, and cultivate their initial hands-on ability. Love the collective, love labor, love science, cultivate good moral behaviors and habits such as honesty, self-confidence, inquisitiveness, friendliness, courage, caring for public property, overcoming difficulties, being polite, and observing discipline, as well as a lively and cheerful personality. "Children's initial taste and ability to feel beauty and express beauty." It should be noted that what is specified here is the "main goal", which is based on four aspects, but it does not mean that the development of children is limited to these contents. For example, developing children's communication skills and self-discipline to get along well with others, developing creative thinking and innovative spirit, germinating environmental awareness, cultivating adaptability to the environment, etc., are all part of the quality development of young children and are also needed by modern society. of. This spirit has been explained in the "Explanation Outline" of the "Kindergarten Work Regulations" and "Kindergarten Management Regulations" by the Basic Education Department of the National Education Commission. 2. To implement educational activities with classified objectives in the education field, the educational content should first be determined. The educational content determines the classification due to the different characteristics of each educational field. There are currently two ways to classify the field of education in my country: one is divided into five major fields, namely health education, science education, social education, language education, art education, etc.; the other is divided into seven major fields, including health education, Mathematics education, science education, social education, language education, music education, art education, etc. Each of the two classifications has its own reasons, so we might as well test them in practice first, and it is not necessary to apply them one-size-fits-all. In each major educational field, different content categories are included. For example, the health field is divided into health care, physical activities, and mental health; the mathematics field is divided into number concepts, addition and subtraction operations within 10, the perception of quantities and geometric shapes, the understanding of spatiotemporal relationships, and perceptual collections (object classification); the science field is divided into It includes life sciences, environmental science, scientific and technological products, and scientific phenomena; the social field is divided into social consciousness, social environment, and interpersonal relationships. social behavior. Social culture; the music field is divided into singing, rhythm, music appreciation, and instrumental performance; the art field is divided into painting, handicrafts, and work appreciation. According to the above fields and categories, the classification objectives of teaching content and requirements are determined respectively. According to the traditional saying, it is called "syllabus".

3． The goal of children's physical and mental quality development is to implement comprehensive development education according to the prescribed educational content and requirements, in order to predict in what aspects the children's physical and mental quality will be developed and to what actual level they will reach. The pursuit of this ultimate goal (or specification standard) is the child development goal. . Because only when the educational content is transformed into the actual level of children's physical and mental quality through educational practice can it be regarded as the true quality of education. The area of ??development of children's physical and mental qualities should include physical development and physique. Five aspects: knowledge and experience, actions and skills, intelligence and talents, personality and social qualities. Specific specifications for early childhood development are specified in these five areas. Only when the expected results or states are achieved can the quality development goals of young children be achieved. 4. Since educational activities and children's development have both continuity and stages, the school goals are a step-by-step process. The upward spiral operation process is also a process in which children's quality continues to advance from the "existing development zone" to the "proximal development zone". Therefore, different academic goals should be formulated. The goals for each school period include the school year goals and semester goals for each age class, which comprehensively stipulate the teaching content, teaching requirements, main educational activities and expected goals of early childhood development for each school period. The form may be in the form of provisions or tables, or a combination of the two. 5. Unit theme education objectives The unit theme education objectives are to determine the arrangement and combination of themes one by one in accordance with the scientific knowledge as the leading factor and the law of development of things and the logic of children's thinking in order to establish a step-by-step approach. Organize a series of unit-themed education activities that are organically combined, and formulate thematic education goals one by one accordingly. Since the educational content is closely organized around the theme, the theme education goals are obviously comprehensive and organic, rather than being divided and juxtaposed as required by each field. That is, the knowledge, experience, skills, methods, and intelligence that children can acquire. Talents, personality, social qualities and other requirements are all reflected in the theme education goals. The goals should be focused, concise, clear, precise, targeted, relevant, comprehensive and organic. The theme goals should also include: teaching young children some basic learning methods, such as guiding children to experience learning, operational learning, exploratory learning, discovery learning, etc., that is, changing children's passive learning into active and creative learning, so that they can truly become learning partners. main body. 6． Educational activity goals, early childhood education tasks and training goals must be achieved through specific educational activities one by one. Each theme education can include several specific educational activities (the number is determined by the teacher's planning), which can be comprehensive or focus on a certain educational field. No matter how they are combined, the specific activity goals must implement the school stage goals and implement the theme education goals, and closely target the actual level and new needs of children's physical and mental development, and grasp the development of their potential within the "proximal development zone". The objectives of educational activities should be more focused, child-friendly, interesting, active and operable than thematic education objectives. The above six goals organically constitute the educational goal structure system. The general goal of early childhood education dominates other goals, and other goals are implemented vertically or horizontally at the upper levels, operating around the general goal and giving full play to the "satellite" role. 3. Substantive requirements for kindergarten education objectives The content of the above educational objectives is the basic specification for the quality of early childhood education, a guide for every early childhood teacher’s educational practice, and the direction and requirements that kindergarten management must follow. Therefore, a deep understanding of the spirit of the goal is the key to implementing education in a planned and step-by-step manner. The essential requirements of kindergarten education goals can be summarized as four points. 1． Kindergartens are required to implement the Party’s education policy without exception. Article 27 of the “China Education Reform and Development Outline” issued by the Central Committee and the State Council in 1993 states: “The fundamental purpose of education reform and development is to improve the quality of the nation and make it more diverse. Produce talents and produce good talents.” All types of educational institutions at all levels are required to "conscientiously implement the policy that 'education must serve the socialist modernization drive, must be integrated with productive labor, and cultivate builders and successors with comprehensive moral, intellectual, and physical development.'" The tasks and guidelines stipulated in the document must be followed by all types of educational institutions at all levels across the country (including kindergartens). Article 2 of the "Kindergarten Work Regulations" states: "Kindergarten is an institution that provides care and education for preschool children over three years old. It is an integral part of basic education and the basic stage of the school education system." It explains that early childhood education is The subsystems in my country's education system are the foundation of basic education and the first step in cultivating talents. Therefore, early childhood education must implement the Party’s education policy without exception.

In fact, the above-mentioned educational goals of kindergartens are the direction and purpose of educating people based on the educational policies, and they are the embodiment of the educational policies in kindergartens. 2. Kindergartens are required to fully implement quality education and social requirements to cultivate people's all-round development of quality. The comprehensive development of individual quality is the cell and cornerstone of improving national quality; cultivating various types of specialized talents must be based on the development of quality. Therefore, the fundamental task of basic education is to comprehensively implement quality education and cultivate all-round development of socialist builders and successors. The educational goal of kindergarten is to promote the comprehensive and harmonious development of children's quality. "Comprehensive" refers to the integrity of the development of body, intelligence, morality, and beauty, all of which are indispensable; "harmony" refers to the organic nature of body, intelligence, morality, and beauty, which are inseparable. It shows that in the educational process of implementing early childhood education goals, the "four educations" are an organic combination of interrelation, mutual restriction, mutual promotion and mutual integration. From the perspective of children's psychological development alone, for example, it emphasizes the cultivation of knowledge, emotion, intention, behavior, personality, and ability. It is also an organic combination of various elements; only by integrating quality cultivation into the comprehensive education process of body, intelligence, morality, and beauty, can Enable children to achieve fruitful and harmonious development. In short, "comprehensive and harmonious development" is the core requirement of kindergarten education goals, which is both the starting point and the destination. 3． The unified educational goals of "facing all children" and "teaching students in accordance with their aptitude" are required for kindergartens to implement educational activities; for young children, they are the development goals of the growth process. "Facing all children" is the starting point for implementing educational goals and is also a fine tradition of early childhood education in our country. Some teachers put it in opposition to the emphasis on "teaching students in accordance with their aptitude", which is one-sided. In fact, these are two aspects of the same problem: "Facing the whole" emphasizes the universal requirements so that every child can develop; "Teaching students in accordance with their aptitude" emphasizes paying attention to individual characteristics and allowing each individual to develop at their own different levels. development. Because each child is an independent individual, their physical and mental development inevitably differs due to differences in innate matrix, original foundation, and development speed, showing individual development characteristics; every child in the group is constantly developing. , personality and personality are always in the unity of opposites. Therefore, teachers are required to not only "face all children" but also "teach students in accordance with their aptitude" when implementing educational activities, and pay attention to the "personality development" of each child. Only by facing the whole, can we ensure the development of each child; only by teaching students in accordance with their aptitude can we promote the development of children's personality. Only by unifying the two can we cultivate diverse talents and adapt to the different needs of society. 4. Emphasizing that children's development lies in the "combination of childcare and education" is an educational thought and an educational principle in kindergartens. This is determined by the unity of children's physical and mental development, and is also required by the laws of early childhood education. In practice, "teaching" should be accompanied by "guarantee", and "guarantee" should be accompanied by "teaching". The two should be developed simultaneously and organically combined, permeating into children's daily life and all educational activities, and unifying the all-round development of children. . The combination of guarantees is a summary of the historical experience of early childhood education in the liberated areas of our country. It was carried forward after the founding of the People's Republic of China and was written into the "Two Regulations" in 1989. The "Kindergarten Management Regulations" clearly stipulate: "Kindergartens should implement the principle of integrating childcare and education." The educational goals stipulated in the "Kindergarten Work Regulations" specifically elaborate on childcare and education as a unity. Therefore, the educational idea of ??combining education and care must be infiltrated into the implementation of educational goals and run through the entire management process.