In order to thoroughly implement the spirit of the Guiding Outline of Kindergarten Education and the Guide to Learning and Development for Children Aged 3-6, actively promote the gamification construction of kindergarten curriculum and comprehensively improve the ability of children's outdoor sports activities, a series of activities to improve the quality of outdoor sports activities in kindergartens in the city are hereby notified as follows.
1. Activity time and target
1. Activity time: October 2xx to January 2xx. The specific time and place of each activity will be announced separately.
2. Participants: kindergartens of all levels and types in the city.
II. Contents of activities
(I) Learning to improve
Outdoor sports activities are an important organizational form of kindergarten sports activities, and it is an activity form in which teachers make full use of the outdoor environment of kindergartens and put in rich activity materials according to local conditions, so that children can play freely in a good outdoor environment, develop basic movements and improve their sports ability. Under the background of curriculum gamification, kindergartens need to optimize and adjust the outdoor activity environment timely and dynamically in combination with the characteristics of kindergarten curriculum and implementation needs, actively create a materialized environment and spiritual environment to support children's learning and development, and ensure children's all-round development. In order to further clarify the goal and operation path, the city will invite preschool education experts from inside and outside the province to give a special report on the theme of "improving the quality of outdoor sports activities in kindergartens" to train all the teachers in the city to help them update their concepts and raise their awareness.
(II) Practical communication
1. Kindergarten practice
Around the evaluation requirements of outdoor sports activities, kindergartens in the city actively explore and practice according to local conditions to comprehensively improve the quality of outdoor sports activities in kindergartens.
2. Salon discussion
One is network discussion. All regions carry out exchanges and discussions around the practice of outdoor sports activities in kindergartens in the region, and carry out network discussions among regions to promote the enjoyment of experience.
the second is the live salon. Around the theme of "improving the quality of outdoor sports activities in kindergartens", all regions organize on-site observation and experience sharing activities, promote the gamification construction of kindergarten courses in the interaction between gardens and regions, and improve the level of games.
(III) Appraisal Exhibition
Appraisal activities focus on two aspects: outdoor sports environment and organization and implementation, and specific activities are planned to be held in March 219.
The evaluation of outdoor sports activities in kindergartens focuses on whether kindergartens, based on the existing conditions, follow the principles of naturalness, fun, challenge and variety, comprehensively consider various educational elements, create open outdoor spaces according to local conditions, provide rich activity materials, and implement appropriate observation and guidance, so that sports activities can really play a role in the happy development of children.
Third, the form of activities
1. Each park can voluntarily declare to participate in the competition according to its own advantages and characteristics. Use information technology to show communication, and control the time within 1 minutes.
2. The kindergartens that won the first prize provide on-site observation and experience sharing, and accept visits and studies from kindergartens at all levels in the city.
IV. Quota allocation and award setting
1. Quota allocation: Liyang, Jintan, Xinbei, Tianning and Zhonglou, 3 each, Wujin, 4 each and a municipal park.
2. Award setting: each group has 6 first prizes; 6 second prizes; 8 third prizes. Kindergarten quality improvement scheme 2
1. Question raising
Our kindergarten is located in the countryside, and we have worked for more than ten years, and we have had a sense of happiness after children laughed and laughed, a sense of success after perfect education, and a sense of pride after parents were grateful. But there is also a sense of helplessness to individual unreasonable parents and a sense of injustice to overly critical parents. I wonder if you have ever met such a parent:
"Teacher, look at the scratch on my grandson's face, leaving a scar will affect the child for life."
"Pay money again, your teacher's salary is so high, so it's no good to pay less." While walking, I also recited "children's money is really easy to earn."
"The children in that kindergarten can calculate addition and subtraction. Teacher, please teach the children to write numbers quickly. Don't let your child lose at the starting line. "
"Nothing in the kindergarten is unwanted, but it has become a recycling bin. My child is here to study and will be admitted to the university in the future."
The teacher's busyness and hard work earned parents' incomprehension and rude remarks. Even in some kindergartens, parents beat teachers, and parents framed teachers and blackmailed teachers because of accidents. The goal of teachers and parents is for the development of children, but why can't they be twisted into a rope and become a heart? What's wrong? Obviously, communication is not in place. What should we do? Let's take active actions and join the kindergarten-based teaching and research activities of "improving the effective communication between kindergarten teachers and parents", so that parents can become our friends and let us get along more harmoniously, harmoniously and happily.
Second, the significance of the topic:
Effective communication between kindergarten teachers and their parents is an important link to realize the education of their homes, and it is also an essential basic ability and quality for teachers. It is not only conducive to mutual understanding and support between teachers and parents, but also conducive to the coordination of home education and promote the all-round development of children.
Third, the research content
(1) The content of communication between preschool teachers and parents.
1. About kindergartens. This paper introduces the characteristics, ideas, educational characteristics and curriculum contents of some kindergartens, and their differences from primary education.
2. About children. Talk about children's recent performance, good, bad, obedient and naughty, communicate with parents, let parents know their children's situation in time, and guide them in time if there are problems.
3. Parents concerned. Teachers give guidance to parents in educational methods, change parents' parenting concepts and raise children scientifically.
(2) Ways of communication between preschool teachers and parents
1, interview
2, telephone
3, short message
4, website
5, QQ group chat
6, home visit
7, parent-child activities
8, parent-child meeting
.
(2) Empathy, understanding and respecting every parent.
(3) Choose a suitable time and place to communicate.
(4) Pay attention to the language art of communicating with parents.
(5) Master nonverbal skills such as facial expressions, tones and gestures. Learning to smile is especially important.
iv. research process and methods
the first stage: investigation and analysis, and analysis of the reasons. (By means of questionnaire survey and discussion)
1. Parents' educational concepts are outdated and backward.
2. The traditional thought of respecting the dignity of teachers is deeply rooted.
3. Some teachers' contact with their parents is only a formality, and there is no real communication.
the second stage: theoretical study to improve professional skills. While arming your mind with professional knowledge, you can read the following books: Charm of Speaking: Communication Skills You Must Know, How Kindergarten Teachers Communicate Effectively with Parents, Ways of Communication between Kindergarten Teachers and Parents, and Communication Skills between Teachers and Parents.
the third stage: the head of the school will take the lead.
the fourth stage: teachers communicate step by step through multiple channels.
V. Research Effect and Reflection
When parents say to you with a smile on their faces, "It's not easy for you to be a kindergarten teacher. When we watch one for several adults at home, it's inevitable to stumble. A little injury is not that expensive." On February 2 nd, when the child was led by his parents and put a small bag of beans in your hand, he said sweetly, "Teacher, you eat." When you receive a greeting message from your parents on New Year's Eve, you will sigh from the bottom of your heart, "I haven't done enough. I will work harder tomorrow to keep up with my parents and friends." Kindergarten quality improvement scheme 3
1. Personnel scope of "Teaching Professional Quality Improvement Project"
All teaching managers and all teachers in kindergarten.
Second, the goal of "Teaching Professional Quality Improvement Project"
(1) Teaching administrators
1. Establish and practice the theoretical support system of school curriculum teaching reform;
2. Establish new routine management measures that match the course teaching reform;
3. Establish methods for teachers' professional training and professional quality improvement that are suitable for the school;
4. Explore the teaching reform mode and style suitable for school teachers and subject reality;
5. Construct a calligraphy education system with strong school characteristics;
6. Develop the habit of writing reflections on teaching management;
7. Read at least two educational and teaching monographs completely every year;
8. Have the practical research ability to observe and track the growth and changes of teachers, teaching and research groups and students;
9. Complete a practical, thoughtful and imaginative teaching management research report every semester.
(2) Teachers
1. Establish an educational theory system that you love most and are willing to practice;
2. Explore the teaching scheme design with distinctive personality characteristics;
3. Gradually form a teaching style or teaching mode that is integrated with the learned (creative) educational theory and the school classroom teaching reform;
4. Develop the habit of writing teaching reflections or educational narratives;
5. Establish a homework correction paradigm with personalized characteristics;
6. Have the endurance to track the growth and change of students and the practical ability to observe and study;
7. Strive for the best quality of education and teaching in the whole region;
8. Read at least two educational and teaching monographs completely every year;
9. Design and develop teacher-based courses that belong to your own class or discipline.
III. Specific measures of "Teaching Professional Quality Improvement Project"
(1) Teaching administrators
1. Establish Tao Xingzhi's "life education theory" as the theoretical support system for classroom teaching reform in the park. Teaching management personnel strengthen the study of theory and practice it in daily life.
2. Implement pinch check, monthly report class system and middle-level leadership grade responsibility system.
3. Invite the city's teaching and research staff to the park for full-time training and guide the teaching and research activities.
4. Formulate and implement the "Youth Help Education" program.
5. Build a localized model of regional activity parks; Research on grade integration of outdoor sports activities.
6. Set up a personal blog and write at least one reflection on teaching management every week.
7. Read and recommend at least two educational and teaching monographs to teachers every year.
8. Follow up at least one teaching and research group, one teacher and one child every year.
9. Complete a practical, thoughtful and imaginative teaching management research report every semester.
(2) Teachers
1. Learn all kinds of advanced educational theories, and establish an educational theory system that you love most and are willing to practice at the end of the semester.
2. Standardize the basic format of writing lesson plans.
3. Form a class management mode that is consistent with the educational theory.
4. Set up a personal blog and complete a teaching reflection or educational narrative with certain thinking depth every week.
5. Focus on tracking one or two children (the tracking period is at least one year), and complete the tracking report at the end of the tracking.
6. recommend good books for teachers at least once a year.
7. Evaluate the innovative projects of classes and teachers every semester. Kindergarten quality improvement scheme 4
1. Evaluation purpose: < P > The core goal of preschool education is to cultivate children's good habits, and the specific carrier of its implementation is children's half-day and one-day activities. Through this activity, teachers have made clear the significance and functions of all aspects of half-day and one-day activities, fully tapped and used the educational resources of half-day and one-day life, and established the concept of "every day is an education, and everything is always an education", which has been implemented in half-day and one-day activities. Now, regarding the development of half-day activities in kindergartens, an activity quality evaluation scheme is formulated as follows:
Second, the evaluation basis:
Based on 《
Third, evaluation methods:
1. Kindergarten directors and pacesetter ministers participate in the formal evaluation.
2. Excellent score is above 88, good score is 8-87, average score is 7-79, and competent score is below 7
4. Evaluation content and score setting: (see attached evaluation form)
Remind children to participate in simple work, guide middle and large class children to do a good job on duty, and cultivate their sense of responsibility.
kindergarten half-day activity evaluation form
class: teacher: number of children: evaluation time:
items
evaluation items and scores
scores
problems
teachers' overall quality (2
scores)
1. Create a relaxed and harmonious spiritual environment that can respect children. Adhere to positive education (3 points)
2. Make a scientific and reasonable plan for children's daily activities, and organically infiltrate the goal of teaching protection into children's daily life. In each link, teachers organize various activities in an orderly manner, allocate time scientifically and reasonably, and children have no negative waiting phenomenon. 5 points
3. Observe and understand children, pay attention to and master their needs in time, and make appropriate responses. 3 points
4. Prepare lessons for half-day activities solidly, and be fully prepared before organizing various activities. 5 points
5. The creation of educational environment is safe, reasonable, neat and beautiful, paying attention to education and children's participation, and adapting to local conditions. 4 points
Morning check-up exercise and morning exercises (15 points)
1. Teachers arrive at their posts on time and prepare the equipment and venues for children's morning check-up activities. In the morning, the rate of children coming to the park is 8% in middle and large classes and 7% in small classes. 3 points
2. Organize children to carry out colorful morning exercise activities that combine indoor and outdoor activities, pay attention to the whole, take care of the individual, carefully guide and guide children to actively participate. 4 points
3. Children should put on a sweat towel to remind them to take off their clothes in time and do a good job of conservation according to the temperature and activity. 3 points
4. Teachers are full of energy, demonstrating accurate, skilled and powerful movements, facing the whole and paying attention to individual children, paying attention to mobilizing the overall mental outlook of children and guiding them to actively participate in morning exercises. The participation rate of middle and large classes is 9%, and that of small classes is 8%. 5 points < P > Collective education activities (15 points)
1. The activities are clear-cut, specific, diversified and distinct, which meets the development level and needs of children. 2 points
2. The content of the activity is consistent with the theme, scientific, and in line with the age characteristics and experience level of children. Eliminate primary school