| Basic education included early childhood education,primary education and general secondary education.Early childhood education was the main part of basic education,the foundation stage of lifelong education in China,and the key period for education to "reshape" the brain.At the same time,experts and scholars are continuing to give evidence that the influence of early childhood experience on cognitive ability is much stronger than genetic factors.In short,pre-school children were highly malleable.During this period,most children spent their time in kindergartens.As the carrier of their study and life,educational activities had both the functions of care and education.Therefore,the quality of educational activities had a direct impact on children’s cognitive ability and physical and mental development.This study adopt the methods of questionnaire,observation,interview,qualitative research and quantitative research to investigate and analyze the problem behaviors in the management of large class education activities in kindergartens,to explore the specific phenomena and causes of the problems,and to put forward targeted suggestions.Through the analysis,the following problems were found:(1)the management level of teachers’ educational activities is affected by the length of teaching,class size and other factors;(2)Some teachers’ management ideas of educational activities have not kept pace with the times;(3)The environment of educational activities is unreasonable;(4)In terms of order management of educational activities,there are some bad behaviors,such as lack of respect for children,strong negative language,lack of flexibility in the formulation of rules and so on;(5)In the aspect of organization and management of educational activities,there are some behaviors,such as inadequate preparation of teaching toys,perfunctory teaching process,unreasonable arrangement of class head structure,inappropriate questioning and so on;(6)In the aspect of contingency management,there are some problems,such as the lack of concrete measures,the lack of timeliness of late reflection and so on.It was found that the main reasons for the above-mentioned problem behaviors were as follows:(1)the length of teaching experience;(2)Professional love degree;(3)The level of professional ability;For example,lack of understanding of the age characteristics of large class children,lack of theoretical knowledge of educational activity management,neglect of self-management ability training and so on.The reasons included:(1)neglecting the management of educational activities;(2)Lack of systematic formulation of educational activities management;(3)There is a lack of training on the management ability of teachers’ educational activities.Other reasons: the difference of class size.Based on the analysis of the current situation and causes,this paper puts forward the solutions to the problems in the management of large class education activities in kindergartens from the perspective of humanism.The specific measures included:(1)establishing a reasonable and effective management concept of humanistic education activities;(2)To create Humanistic Environmental Management Measures for orderly educational activities;(3)Improve the effective order management measures of humanistic education activities;(4)To establish the organization and management method of humanistic education activities;(5)To construct the emergency management measures of humanistic contingency.In order to better solve the problem behavior in the management of kindergarten large class education activities through the above strategies,let the management of education activities play the greatest function,effectively cultivate children’s cognitive ability,and then promote their physical and mental development. |
