A Study On The Homogeneity Of Collective Teaching Of X Pre - School In Guangshan County, Henan Province

Since the last century,Collective teaching activities as an important form of the kindergarten education activities,which is the process of educator(preschool teachers)by organizing and guiding the children at the same time,place and space to complete the target,content,task of the five areas(health,language,society,science,art) activities.which is less time-consuming, high efficiency, large amount of information and so on.Especially the collective teaching made a great contribution for the popularization and development of China’s preschool education under the circumstances of our country’s education investment shortage,high teacher-children ratio,insufficient resources.But what should be seen,this kind of teaching paying more attention to the commonness and identity, ignoring the heterogeneity of children, teaching instead of learning, lacking of the effective interaction is increasingly showing a homogeneous disadvantage which has been difficult to meet the needs of the development of the children’s diversification and individuation,as becoming the huge resistance development of preschool education and talent cultivation. Therefore,how to avoid all the defects of collective teaching,focus on children’s individual differences, create greater value of education become the important issues of class teaching reform.The study,the X preschool guangshan county of henan province as the research object,will use observation,case analysis and interview survey from the micro level——the four elements of teaching(the teaching goal,the teaching content,organization and implementation of teaching,teaching evaluation)to analyze present situation,problems,causes,the overall characteristics and adverse consequences of X preschool collective teaching homogeneity.The researchers also think about the relationship between the teaching conpect and the teaching behavior,to change present situation of preschool collective teaching homogeneity,to further improve the teaching quality of collective teaching. And then the proposals will be provided to eliminate the ill effects of preschool collective teaching homogeneity reasonable.This study is mainly constituted by five chapters:In the first chapter,the researcher introduces the topic of reason,research purpose and meaning, overview of existing research results of this article defines the relevant concepts,the research object,research ideas and methods.In the second chapter,the researcher introduces characteristics, value, thoughts origin of collective teaching homogeneity.In the third chapter,the researcher from the teaching objectives,teaching contents,teaching organization and implementation,teaching evaluation four aspects to describe the present situation of X preschool collective teaching homogeneity,and analyze existing problems and the reasons of kindergarten collective teaching homogeneity by connecting with the interview content.In the fourth chapter,the researcher combing with classroom observation,analyses the overall characteristics and adverse consequences the negative brought by the homogeneity of preschool teaching respectively from the micro level and macro level.In the fifth chapter,the researcher combing with the actual situation of the kindergarten collective teaching activities,in order to eliminate the negative influence brought by the homogeneity kindergarten collective teaching,respectively from the aspects of theory and technology for the kindergarten managers,preschool teachers,parents put forward the corresponding education suggestions.