2. Briefly describe the problems existing in social education activities in kindergartens in combination with the internship.

There are usually the following methods to guide social field teaching: First, practice. This is a method to cultivate children's basic social life ability and skills through real life events and life situations, and to enhance children's relevant knowledge and stimulate children's social emotions. This method is characterized by making full use of real life, making full use of all available opportunities in life events and activities, so that children can practice and practice to form, consolidate or change children's basic social behavior. Practical practice is a typical method of learning by doing. For example, small students on duty, self-service, and doing whatever they can, doing public welfare work in the park, dealing with people, solving contradictions and conflicts, etc., can all be realized through practice. The second method is the investigation method, which is the teacher's guidance and inspiration for children's social environment, social affairs, and social phenomena, collecting relevant materials through various ways and means, and analyzing the materials, so as to find out the existing state of social phenomena, or the causes of social problems, or the links between social phenomena. The investigation method in children's social education mainly solves the problem of what it is and why it is like this. Therefore, the investigation method is problem-oriented, and children have a perceptual and more specific understanding of social life through investigation, so the investigation method is an important method of social education for children. Another method is the visiting method. The visiting method in the social field means that children enter a certain realistic social scene and perceive the situation of social phenomena through a variety of senses. Teachers organize children's places in or outside the park according to the purpose and task of social education, so that children can acquire new social knowledge through observing and thinking about actual things and phenomena, and it can make children's educational activities closely linked with their real life. Through being there, they can see and hear. The fourth method is the performance method. Teachers guide children purposefully and planned, and experience the emotions and behaviors of certain roles through morphological movements, language and expressions, so as to achieve the purpose of social emotional development. Generally, there should be a clear theme, which can be agreed by children or formulated by teachers and children. For example, in the social activities of large classes, children learn about holiday customs, get together and pass on the happiness that smiles bring to others through role performances. Generally, the theme of children's performance comes from real life events or works of art. Paying attention to children's real life is helpful to enrich and enliven the theme of performance and stimulate children's desire for performance. The fifth method is the explanation method. The explanation method is for children to explain some simple basic knowledge and truth, so that children can understand the rules and their meanings, so that children can know some basic facts and know the basic criteria for judging things, that is, what is right and what is wrong, how to do it, and why it should be done. The explanation method is not the only method for children to learn socially, but it is an important method. The use of the explanation method has a basic premise. That is, relying on children's own exploration and thinking, it is difficult to grasp the essence of facts, truths or rules. Teachers' explanations help to reduce the difficulty of children's understanding. The explanations in kindergarten social education should be perceptual, vivid and concrete, paying attention to children's interests and existing experience. The sixth method is the talk method, which is often used in our teaching. The talk method is the exchange of thoughts and feelings between teachers and children, and between children and children around a topic and a problem, and language communication is its core form of expression. The use of conversation method in children's social field teaching helps children to express their experience of social things and phenomena, and helps children to form some correct concepts. Generally speaking, the closer the topic is to children's life, the more negotiable it is. That is to say, the topic from conversation must be closely related to children's life. The seventh method is discussion, which refers to the ideological collision and divergence between teachers and children around a certain problem. There are two kinds of discussions in kindergarten social education, one is the discussion of conflicting values, such as who is right and who is wrong. Second, a variety of solutions are possible. How can we help children with hearing impairment in the class? The similarities between these two kinds of discussions have a discussion process. In the discussion process, the primary role of teachers is to guide, not guide. Teachers should ask less and talk more, that is, express their personal opinions, so as to trigger children to express their personal opinions, which should subtly influence children in equal discussions.

In addition, there are several special methods in the social field, which can be used reasonably according to the needs of teachers. They are value clarification, empathy training, observation learning and role playing, so I won't discuss them in detail here. Then the above methods are not a single existence, but interact with each other in specific teaching. As front-line teachers, they should master them skillfully and use them flexibly according to teaching needs. Next, let's talk about the above methods and their general teaching models.

first, life perception teaching mode. So when we use this model, how to determine its teaching objectives? First of all, let children directly go deep into social life, broaden their horizons, enrich their perceptual experience, and help them understand the connection between things. Cultivating children's feelings of loving people and life, making children understand the relevant social behavior norms and practice the social behavior they have had, is the teaching goal of life perception teaching mode, so what are its procedures and strategies? So first of all, in the first link, we should stimulate interest, organize children to visit and take a walk. Before we leave, we should inspire children's desire for activities with short talks, and inform them of the location, content and matters needing attention. The second link is to observe on the spot. Teachers can lead children to take a walk in the street or alley, observe people's social life on the road, consciously ask questions, and guide children to watch the life and labor scenes of people from all walks of life during the visit. Another is to ask about the visit, guide children to say hello to the receptionist politely, ask children questions, let them visit with questions, and then focus on the main contents of observation. You can visit the whole picture of the unit first, and then observe it separately. Teachers and receptionists can make a simple introduction. To organize this link, teachers should also pay attention to: First, make full preparations before the visit, including determining the contents and details of the visit. If you have contact with the visiting unit, if necessary, you should instruct the receptionist to write and talk about the speech draft, etc. The second is that during the visit, children should have enough time to see and think, and should be guided. People and things they see should be expressed in appropriate language, and children should be allowed to ask questions. Teachers can give answers in time, or guide children to observe carefully and find answers to questions. Third, the visit time should not be too long, to prevent children from fatigue and boredom. The third link is to participate in practice. In this link, teachers should put forward behavior requirements for children, guide children's behavior methods, organize children's operation exercises, and help children to quote the acquired knowledge, so that children can get a more real experience and cultivate their ability to solve practical problems. For example, after leading children to visit the post office, teachers organize children to send letters collectively, so that children can buy stamps in person, and stick the stamps on the envelopes prepared before the visit, and drop the letters into the mailbox.

the fourth link is the summary of the conversation. After visiting the kindergarten, the children are still deeply impressed by the contents of the visit. At this time, teachers should organize children to have a conversation in time. On the one hand, this can further sort out and deepen children's impression of things and events. On the other hand, it can develop children's language expression ability and cultivate children's correct attitude towards the surrounding people and events. What problems should teachers pay attention to when organizing this link?

first, teachers can use pictures, riddles or vivid language to remind children of the people and things they visited, and inspire them to express the contents of their visits and their favorite things and things in their own language.

second, the teacher should make a summary and evaluation of this tour.

Third, relevant materials should be provided for children to play related games. Then we can use this teaching mode in our daily teaching, such as visiting the post office and going to the supermarket. Next, we will share an emotional edification teaching mode. The teaching goal of the emotional edification teaching mode is to inspire children's association and induce new emotional experiences by creating situations, so that children can have a strong * * * sound in their hearts with the characters in the real situational performances or works, and Therefore, when children encounter similar real situations, they are more likely to empathize and make prosocial behaviors. His procedures and strategies, and the teaching mode of emotional edification include four links: emotional stimulation, emotional recall, emotional transposition and practical action. Emotional stimulation, also called cognitive prompting, refers to organizing children to distinguish different emotions and their facial expressions through discussion, painting, singing, games, performances and other forms through adult verbal prompts. Understanding different people's thoughts, viewpoints and emotions in different situations will promote children's ability to identify other people's emotions, imitate other people's viewpoints and enter other people's roles, thus promoting children's cognitive level and social understanding level, and laying a good foundation for empathy.

Emotional recollection is the use of verbal cues to awaken children's strongest emotional experience in their past life experiences and arouse their association with situations, causes and events arising from emotional experiences. Strengthen the connection between emotional experience and specific social situations. This emotional recollection, for example, when we attend the social class "Sick Children" in large classes, teachers can guide young children. For example, what do you feel when you are sick? Who do you most want to get help from? At this time, let the child recall his feelings when he was sick, which is emotional recollection.

There is also emotional transposition, which means that teachers provide a series of social situations from near to far, so that children can analyze, discuss and play roles, so that children can change their roles to experience certain emotions and emotional states, and promote the development of their role conversion ability. Through emotional recollection and emotional transposition, children can transfer their past emotions and emotional experiences to corresponding social situations, so that they can put themselves in other people's shoes and experience or imagine what others are experiencing.

The actual action is to organize children to express their empathy experience and communicate with their peer teachers. In this step, the teacher is the conductor, and the children are the main body. The teacher directs the children to practice, so we should pay attention to the effectiveness of the practice and the forms of empathy should be diverse. First, applied practice. According to the anticipation before the activity, the teacher provides the situation for children to express their feelings and make positive behaviors, so that children can actually do it again. For example, in the activity of "caring for sick children", children are asked to choose the method of caring for patients according to their wishes and participate in corresponding group activities. In this activity, some children say that they should send fruits, a letter, flowers and a greeting card to sick children, so that children can choose the way of caring for patients first. The second is performance practice, performance practice, including your case analysis and behavior practice, that is, first cite various hypothetical typical social scenes or cases, or appreciate the performance of children's songs, etc., so that children can analyze how to bring joy to others in this situation, and according to the children's proposal, let everyone take turns to play different roles to perform and experience different emotions. Teachers should encourage children to perform with actions and performances, so that the new knowledge they have learned can be gradually realized. For example, why did he cry when he was in a large class? In the last link, the teacher asked the children to play the role of crying person and caring person. In the performance, the children expressed their feelings of caring for others and experienced caring behavior. Then we can adopt this teaching mode in our daily teaching activities, such as caring for sick children, and I am my mother's little helper. Next, we will talk to you about the role-playing teaching mode. The teaching goal of role-playing teaching mode is to help children understand interpersonal relationships and different role identities, learn to communicate in an appropriate way, so as to master friendly communication skills such as mutual assistance and cooperation, develop children's language communication ability and imagination, and enable children to practice and try their own methods to solve social problems. The procedures and strategies of this method.

First, teachers should create situations. The creation of situations should strive to be real and vivid. Some people have scenes. The layout and props of the scenes should be as simple as possible. Makeup should highlight the main characteristics of the characters, so that children can understand them. If children need to play roles, they should find candidates in advance and organize rehearsals. At the beginning of the activity, teachers should introduce the scenes to children in language, where they are, what roles they are, and the main actors, so as to attract children to watch the performances. And explain the task to the children, remind them to watch the expressions and actions of the performers carefully, and remember the content of the performance so that they can discuss it after watching. This is to create the situation first.

another one is performance. In order to make all the children see the performance clearly, the performers should face all the children, and the performance speed should be moderate, and they can perform completely or in sections. One is to discuss after all the performances are finished, and the other is to organize the children to discuss while the children are performing.

the third step is to discuss understanding. After watching the performance, teachers should focus on the activity objectives, ask questions with emphasis, guide children to discuss and evaluate the words and deeds of the characters in the performance, stimulate some emotions, and put forward suggestions on the choice of future behaviors, so as to improve children's social cognitive level and judgment ability. When discussing, teachers should respect children, let them speak freely and put forward different views. Through children's own activities, they should think and draw correct conclusions. The basic form of discussion is mainly group cooperation, and on this basis, the whole class can communicate and even argue. Children should be encouraged to talk, understand with personal feelings and encourage innovation.

The fourth link is learning to perform. Children are interested in performing and imitating. At this stage, teachers should organize the whole class to perform in groups and roles, thus consolidating the code of conduct obtained in the activities. Sometimes, some children can participate in the performance, and other children can watch it again, depending on the specific activity content and teaching environment. Children can further judge moral behavior through performance, and better grasp the requirements of moral behavior during performance. Then, in our daily teaching activities, such as mom, I love you, and small reporters, this role-playing teaching model can be adopted.

the fourth mode is the practical practice teaching mode. The teaching goal of this model is to let children learn by doing and cultivate good children.