A Case Study Of The Status Quo Of The Design Of Collective Teaching Activities In Kindergartens Under The Concept Of "children Development-oriented"

With the gradual implementation of the new curriculum reform in basic education,the "child-development-based" concept has been increasingly valued by preschool education workers.The design of collective teaching activities in kindergartens plays a decisive role in the design of kindergarten educational activities.However,there is still little research on the design of kindergarten collective teaching activities under the"child development-based" concept.In view of this background,the author select two teaching activity designing cases from students of Education Master of 2016 preschool education major in Shanghai Normal University as research objects,according to the "child-development-based"concept,using the methods of observation and interview etc,analyzes the proper and actual status of activity design from activity objectives,preparation,content,process,methods and means.According to individual case analysis,the "child development-based" concept in the design of realistic teaching activities has a certain degree of performance,as well as some defects.The main problems are:The goal of the activity is not able to create a"The Zone of Proximal Development" that is in line with the development level of young children.It does not really consider the existing level of children's ability and fails to integrate various fields organically;the materials for event preparation lacks a hierarchy and does not consider individual differences,and also does not allow children to participate in the preparation process and lack of experience in preparation;activity content does not effectively consider the child's interest needs;activity process design has uniform form,does not pay enough attention to the child's participation in process,question design is lack of diversity;activity methods are lack of games and mostly base on passive acceptance;and modern teaching means is simple.In addition,this study basing on the problems,analyzes the causes,and then puts forward corresponding strategies from the teachers' training and the improvement of the professional level,the improvement of the activity objectives,preparation,content,process,methods and means,and the establishment of reflective evaluation systems under the "child-development-based" concept.First,the kindergarten should pay attention to the training of the " child development-based " concept and improve the professional quality of preschool teachers.Second,the measures for the design of the "child development-based" concept in kindergarten collective teaching activities.Specifically,the goal is to establish a "The Zone of Proximal Development" and to integrate various fields organically;the activity prepares focus on individual differences,encourage children to participate in activity preparation,and pay attention to the full preparation;content selection should be based on the daily life and create new activities;expand the teaching format,pay attention to the child's participation in the process,and ask questions in education to take into account individual differences in children;emphasize the active exploration of children and enhance the fun of activities.Third,establish a trilateral evaluation system of teachers' reflection and,experts' suggestions,parents' participation and children' principal part.