Understanding of Five Objectives of Kindergarten Guiding Outline (Kindergarten Curriculum Assignment)

Emotional field: good health, emotional stability and happy collective life;

Cognitive field: understand the necessary safety and health knowledge and learn to protect yourself.

Sports skills: good living and hygiene habits, and basic self-care ability;

I like to participate in sports activities, and my movements are coordinated and flexible.

Health education is an eternal theme in the education industry. It is not only related to children's physical health, but also related to children's mental health. The new syllabus also clearly requires: "Kindergartens must give priority to protecting children's lives and promoting children's health." As a kindergarten teacher, I deeply feel its importance. Through the research in the field of health, the specific content of health education is clarified. I think health education is life education.

As a kindergarten teacher, I deeply feel its importance. Through the research in the field of health, the specific content of health education is clarified. I think health education is life education.

Because children can't live without life, life can't live without health education; Children's life is colorful, so health education should also seize the opportunity.

For example, we should create a warm dining environment for children in the children's dining session. Teachers should talk less and speak softly. Instead of rushing to let children quickly change bad eating habits, they reprimanded their children while eating.

Another example is that in dangerous places in life, teachers or parents threaten to remind children not to get close to them, which makes them feel scared. On the contrary, they should learn not to approach dangerous places under the positive education of telling stories or learning nursery rhymes.

For another example, adults use candy or chocolate as a reward for children, which not only encourages children's bad eating habits, but also harms their health.

There are still many of the above phenomena, so we should start from bit by bit. Starting with family education; Start from all aspects of daily life. Cultivate our children into healthy successors of the motherland!

Second, the language field.

Emotional field: willing to talk to people and speak politely;

Can clearly say what you want to say;

Like listening to stories and reading books;

Cognitive field: pay attention to each other's words and understand everyday language;

Field of motor skills: be able to understand and speak Mandarin.

Language is a tool for people to express their thoughts and communicate. The development of children's language is gradually realized in the process of communicating with people with the maturity of nervous system and pronunciation organs. It is not only restricted by age, but also has obvious individual differences.

3-4-year-old children, due to the imperfect development of nervous system, have poor ability to adjust and control pronunciation and auditory organs, and their pronunciation is inaccurate and unclear.

Although they have mastered some common words, their understanding of the meaning of words is superficial and concrete. They have been able to understand simple sentences and express their basic meaning in simple sentences, but their language is not complete enough, and sometimes there are intermittent phenomena.

Children aged 4-5 can basically hear and emit all sounds clearly, and have been able to understand the meaning of ordinary daily sentences and paragraphs. The number and variety of words are increasing rapidly. On the basis of using simple sentences, the language gradually becomes coherent.

Under the correct education and guidance of adults, children aged 5-6 can clearly make all sounds, understand some complicated sentences and understand the meaning of a paragraph. Being able to master the vocabulary representing the concept of class and the connectives representing causality has strengthened the continuity of language.

Early childhood is the best period for oral development. Language education not only plays an important role in children's life-long oral expression ability, but also has a positive impact on children's cognitive ability, sociality and emotional development.

Third, the social field.

Emotional field: I am willing to communicate with others, learn to help, cooperate and share with each other, and have compassion;

Love parents, elders, teachers, peers, collectives, hometown and motherland;

Cognitive field: understand and abide by the basic social behavior rules in daily life;

Sports skill field: can actively participate in various activities and have self-confidence;

Can work hard to do what you can, not afraid of difficulties, and have a preliminary sense of responsibility.

Under the influence of social environment, 2-3-year-old children begin to have the most preliminary understanding of social rules and codes of conduct, and can make the most direct and simple moral judgments. I like to associate with others, especially my peers. I can form close feelings for my parents and main contacts outside my family.

Their self-awareness began to appear. They can distinguish "you", "me" and "him", but they can't distinguish their own needs from those of others. At the same time, their emotions and behaviors are impulsive and their self-control is poor. They often can't cooperate with others and often have disputes, so they need to rely on the guidance of adults to coordinate their communication.

4-5-year-old children's social cognitive ability is obviously improved, and they know more social rules and behavioral norms. Have a preliminary sense of morality; Have a further sense of intimacy with the main contacts, be able to care about the feelings of others, show initial concern and sympathy, and increase friendly, helpful and cooperative behaviors obviously.

In terms of self-awareness, they can begin to experience their inner psychological activities, emotions and behavioral reactions, and can rely on the requirements of external adults to regulate their behavior, and their self-control begins to develop.

Under the influence of good environment and education, children aged 5-6 can better establish the relationship between social rules and their own behaviors, establish the relationship between their own behaviors and others' reactions, develop the internal control system of behaviors, practice and practice various positive communication methods in their interactions with peers, use and master social behaviors allowed by society and others, and develop their social communication ability and adaptability.

At the same time, they can further realize and begin to understand that others have different feelings and needs, attach importance to the evaluation of adults and peers, hope to be accepted by peer groups, and begin to consciously and consciously control their emotions and behaviors.

The development of children's sociality is gradually realized in the process of interacting with people around them under the influence of social environment. Because each child's family background is different, their social development is not only influenced by age factors, but also has obvious individual differences.

The level of children's social development often determines whether they can actively adapt to various social environments in the future, whether they can coordinate with others and collectives, and whether they can treat life optimistically. Therefore, it has an impact on the child's life.

Fourth, the field of science.

Emotional field: interested, curious and curious about things and phenomena around you;

Love animals and plants; Take care of the surrounding environment; Close to nature; Cherish natural resources; And have a preliminary awareness of environmental protection.

Cognitive field: I can feel the quantitative relationship of things from life and games, and realize the importance and interest of mathematics.

Field of motor skills: able to use all kinds of senses, use your hands and brains, and explore problems;

Be able to express and communicate the process of exploration in an appropriate way;

Children's exploration of the world around them is mainly carried out by operating activities such as seeing, hearing, touching, smelling and tasting objects. These activities are often the same process as "playing", and their activities are poor in purpose, sequence, detail and intention.

The main feature of children's thinking is concretization. At the end of childhood, abstract logical thinking began to sprout.

Children aged 3-5 can only know things directly, simply and superficially, and they accumulate experience through a lot of perception of things, which is the basis for children to further understand things around them and their relationships in the future.

On the basis of perceiving a large number of individual things, children aged 5-6 can gradually sort out and process the existing knowledge and experience, and initially understand the relationship between things, and the role of language in cognitive activities is obviously enhanced.

Children's perception of logarithm begins with their perception of quantity. Children around 3 years old can accurately perceive the characteristics of objects in terms of size and length, and then learn to sort them by number. Children aged 5-6 begin to understand the relativity of quantity.

Children around the age of 3 can perceive elements in a general way, but most children can't count elements consistently with their hands and mouths. A 4-year-old child can consistently count to 4 and tell the total. Children around 5 years old can count to 10 correctly and tell the total. Some children aged five and a half to six can understand that 10 is conserved by inland numbers.

It is of great significance to collect and sort out personal data without commercial science education to cultivate children's cognitive ability and improve their thinking level. A person's interest in exploring the world around him and his ability to solve problems formed in his early childhood will benefit them for life.

Verb (abbreviation of verb) art field

Emotional field: I like to participate in artistic activities and can boldly express my feelings and experiences.

Cognitive field: can initially feel and love the beauty in environment, life and art;

Field of motor skills: I can carry out artistic expression activities in my favorite way.

First of all, from the definition of art, what the new syllabus requires is no longer the mastery of skills, but the importance of art to children from the perspective of individual aesthetics.

As far as the goal is concerned, the art field not only pays attention to the activity itself, but also covers "environment and life". Children should not only express and feel the charm of art in an activity, but also find beauty in their life and social environment, so as to improve their aesthetic quality. In the new syllabus, the third goal focuses on cooperation with peers, because as an artistic activity, it is naturally inseparable from good interaction between students.

In the new syllabus, the third goal focuses on cooperation with peers, because as an artistic activity, it is naturally inseparable from good interaction between students.

Art activities are bound to form a good personality for children, so I think the formulation of goals is very helpful for future work and can play a leading role, so that we can follow the rules when designing teaching activities and organizing Children's Day activities in our work.

The new "Outline" aims at the art field, which also makes me find my own shortcomings in teaching, such as the coloring of small class children. In fact, what small class children need is not blind and mechanical painting, but how to experience the beauty of color. I believe that through the objectives of the study syllabus, I will re-examine my artistic activities, so as to promote the all-round development of children.

I believe that through the objectives of the study syllabus, I will re-examine my artistic activities, so as to promote the all-round development of children.