The Study Of Children's Independent Meal In Big Class From The Perspective Of Holistic Education

With the development of preschool curriculum reform,many preschools replace traditional dining with autonomous dining.The quality of dining is closely related to the growth and development of young children and should be paid enough attention.However,the empirical research on autonomous dining is still lacking.Therefore,according to the concepts of holistic education,and the background of curriculum reform,going deep into the scene of autonomous dining and analyzing the practice of autonomous dining systematically,have practical significance today.The purpose of this study is to reveal the present situation and existing problems of autonomous dining in preschools,and to explore the ways to improve them.Six preschools in Jiangsu Province are taken as the research object,and the observation method,interview method,physical collection are the main methods.This study is in the view of holistic education,combines the macro-background and micro-structure,realistic problems and orientation of autonomous dining.The research mainly includes three aspects,one is the background of autonomous dining,the other is the composition of autonomous dining,and the third is the problem of autonomous dining.This paper not only analyzes the characteristics of its internal composition as a whole composed of parts,but also combs it as a subsystem under a larger system in order to clarify the context behind it.At first,this paper analyses the background of autonomous dining,and explains the external thrust of the autonomous dining in the preschool is the actualization of the curriculum reform project.The internal power is the influence of the modern education view and the main cause is the real demand of the curriculum reform.On the basis of the concept of "whole","system" and "relation" of the holistic education,the value of the autonomous dining is revealed,that is,through the way of"integration",the development of the unity of the mind and the body is promoted,and the equal and coexisting relationship of the teacher and the child is formed.Then this paper analyses the composition of autonomous dining,which includes children as subjects,adults as supporters,and material environment.In this part,the observation method is the main method,the interview method and the physical collection method are used as the supplement to the study of 6 preschools which take autonomous dining.The analysis of children in autonomous dining explains the participation and autonomy from their behavior and experience.The analysis of adults in autonomous dining indicates the support of adults in autonomous dining from the characteristics and commonalities of teachers and caregivers.The analysis of environment reveals the suitability of material environment from space and time,and according to the requirement of holistic education to material environment.At last,as a conclusion,this paper focuses on the problems existing in autonomous dining,and analyzes them from three aspects:problem focusing,problem causes and problem solving.According to the analysis of chapter 2 to chapter 4,it is concluded that there are some problems in the practice of autonomous dining,such as violating the health care requirements,low autonomy of young children,and the children have not fully developed.Based on the macro-background and micro-structure of autonomous dining,this paper puts forward teachers' one-sided understanding of autonomous dining,and the lack of systematic implementation of autonomous dining are the causes of the problem.The optimal ways to autonomous dining are that teachers provide support,organizations coordinate and cooperate with each other,child care and education make joint efforts.