Traditional modes and methods of preschool education

General educational methods in the social field

1. Practice method

This is a method to cultivate children's basic social life ability and skills, enhance children's relevant knowledge and stimulate children's social emotions through real life events and life situations. The characteristic of this method is to make full use of real life, make full use of all available opportunities in life events and activities, and let children practice, so as to form, consolidate or change their basic social behavior. Practice is a typical method of learning by doing. For example, students are on duty, self-service, public welfare work in the park, dealing with people and solving conflicts.

The practical methods in social education in kindergartens are different from the life activities in general. It contains the purpose and requirements of education, and sometimes it needs the guidance and help of teachers. Different life events have different values for children of different ages. Choosing interesting and challenging life activities and events for children is an important prerequisite for the effectiveness of practical activities. The practice of social behavior is a continuous process from familiarity to proficiency, and the practice of some social behaviors will last a person's life.

2. Investigation methods.

In view of social environment, social things and social phenomena, teachers guide and inspire children to collect relevant materials through various channels and means, and think and analyze the materials, so as to find out the existing state of social phenomena, the causes of social problems or the links between social phenomena. The investigation method in children's social education is mainly to solve the problems of "what" and "why". Therefore, the survey method is problem-oriented. Through the investigation, children have a perceptual and more specific understanding of social life. Therefore, investigation is an important method of children's social education. The survey of children's participation is different from that of adults. On the one hand, the survey content is simple, easy to find, directly related to life, and the implied relationship should be relatively clear. On the other hand, the survey methods are mainly visual and perceptual, and watching, asking and listening are important survey methods.

3. Access method.

Visiting method in the social field refers to the scene where children enter a certain realistic social scene and perceive social phenomena through various senses. The observation method in the social field is mainly aimed at the in-depth observation of one or two social things or phenomena, with vision as the main perceptual channel. That is, according to the purpose and task of social education, children are organized in or outside the park, so that children can acquire new social knowledge and social norms through observing and thinking about actual things and phenomena. It can make children's educational activities closely related to their real life, and get in touch with society and receive education through being there, hearing and seeing. The application of visiting method must obey the purpose of education and be carried out according to the requirements of education. Before the visit, the teacher's preparation work is to determine the place, object and steps of the visit according to the educational purpose and requirements, and make a good visit plan. When visiting, children should be guided to observe and feel around the purpose of the visit. After the visit, teachers should help children to summarize the contents of the visit, so that children can have a general understanding of the contents of the visit.

4. Performance method.

Teachers guide children to experience and feel the emotions and behaviors of a role through body movements, language and expressions in a planned and purposeful way, so as to achieve the goal of social-emotional development. Generally, there should be a clear theme. The theme can be agreed by the child, or it can be decided by the teacher and the child together. Children can determine their roles according to this theme or with the help of teachers. The performance of social education in kindergartens always points to a specific development goal. According to the needs of children's development and the actual situation of children's behavior and emotional development, teachers can determine the theme of performance and the corresponding roles, and create or guide children to jointly create specific scenes of children's performances to provide relevant materials for children's performances. The theme of general children's performances comes from real life events or works of art (literary works, television, etc.). Paying attention to children's real life is helpful to enrich and enliven the theme of performance and to stimulate children's desire to perform.

5. Explain the law.

Explaining method is to explain some simple and basic knowledge and truth to children, so that children can understand the laws and their significance, let them know some basic facts, and know the basic criteria for judging things, that is, what is right and wrong, how to do it, and why to do it. Interpretation is not the only method that sociology of childhood learned, but it is an important method. The teacher's explanation to the children is not necessarily the explanation of the whole class, but also the explanation of the group and the individual. The use of interpretation method has a basic premise, that is, it is difficult to grasp the essence of facts, reasons or laws by relying on children's own exploration and thinking, or the time cost for children to achieve their goals is too high. The teacher's explanation helps to reduce the difficulty of children's understanding, or let children really master the relevant content. Teachers too deeply ignore the explanation of children's abilities and too repeatedly ignore the explanation of children's interests, which is not conducive to children's social learning. The explanation is not from reason to reason, but often needs examples. The explanation in kindergarten social education should be emotional, vivid and concrete, and pay attention to children's interests and existing experience.

Step 6 talk.

Conversation is the exchange of thoughts and feelings between teachers and children, and between children and children around a certain problem. Language communication is its core form of expression. It is often manifested as mutual questions and answers between teachers and children, and between children. The use of conversation in children's social education is helpful for children to express their experience of social things and phenomena, to share their thoughts and feelings with teachers, and to form some correct concepts. Teachers' guidance plays an important role in the dialogue. Teachers guide children into the topic of conversation, express their ideas and ask their own questions, so that the conversation focuses on the goals of educational activities. Topics can be initiated by teachers or raised by children, but any topic must contain the goals of social education and be negotiable, that is, the conversation can go on in depth. Generally speaking, the closer a topic is to a child's life, the more negotiable it is. The dialogue can be conducted in the whole class or in groups. Can be flexibly organized according to needs.

7. Discussion method.

Discussion refers to the collision or disagreement between teachers and children around a topic. There are two kinds of discussions on social education in kindergartens: one is the discussion of value conflict, such as who is right and who is wrong; Secondly, there are many possible solutions, such as how to help children with hearing impairment in class. The similarity between these two discussions is that there is a discussion process. The premise of discussion method is that there is a topic that can be discussed, which either has value conflict or has many potential possibilities. Otherwise, the discussion will be difficult to start and maintain. Sometimes, the discussion becomes general, mainly because the topic is not suitable for discussion and does not have the characteristics of discussion. Therefore, it is not a real topic, but just a topic of conversation. In the process of discussion, the teacher's primary role is to guide, not to guide. When teachers participate in children's discussions, they should ask less and talk more, that is, express their personal views, which will lead children to express their personal views and influence them subtly in equal discussions.

Second, the special methods of social education.

8. Value clarification method.

The book Value and Teaching, co-authored by L.E. Lasses and others, systematically expounds it. The basic content of value clarification is that everyone has their own values and everyone acts according to their own values. Although values are relative and personal and cannot be instilled by others, rational human beings should be able to learn to use the "evaluation process" to apply this method.

In daily life, children gradually form a relatively stable attitude towards others through contact with people and things around them. "Value clarification" is a process of selecting and determining values through children's internal psychological activities and then putting them into external actions. There are seven steps in value clarification:

(1) Let children choose their values freely.

(2) Let children choose value from as many choices as possible.

(3) Let children think about the various selection processes and their consequences, and then make a choice.

(4) Let children cherish and value their choices.

(5) Let children openly express their choices and get everyone's approval.

(6) Let children act according to their own choices.

(7) Let children repeat their actions and make them a personal lifestyle.

Using the method of value clarification, we should emphasize that children's value is established through their own internal psychological activities and inner emotional experience, and then they will act. It is a process in which children actively construct value from the inside out, and their thoughts and behaviors are consistent. It attaches importance to children's value behavior and can be consistent in public and alone. However, the main deficiency of this theory is that it ignores that the establishment of individual values must be carried out under external educational conditions to achieve results. For young children, it is difficult for them to establish their own values, but they rely on the stimulation of external education or external environment, and only through their own understanding can they internalize their values. Therefore, the process of determining the value should be a process in which children's internal psychological activities conflict under the influence of education. Value clarification method includes clarification response method, value voting method and value queuing method.

9. Empathy training method.

Empathy is to put yourself in other people's position and experience other people's feelings from their perspective. Empathy training is to let children understand and share other people's emotional experiences through stories, situational performances and daily conversations, so that children can have a habitual understanding and sharing of similar emotions and feelings of others in their later lives. Cultivating children's empathy ability can form the motivation basis of children's early social behavior. Observing others' emotions, understanding others' emotions, sharing others' emotions and showing further caring behavior all require a purposeful education process. The main ways of empathy training are telling stories, making up stories and performing situations. Using empathy training method, we should first choose the emotions and emotions that can meet the needs of children's age and cognitive development according to the needs of children's social emotional development. Secondly, empathy is based on emotional identification and naming. Teachers should start with emotional identification and emotional naming for education. Third, empathy also needs to make use of children's self-centeredness, and through emotional transposition, let children understand others' emotions with their own emotions and understand others' emotional needs with their own emotional experiences. Fourthly, in empathy training, changing the identity and gender when choosing empathy objects is conducive to training children's empathy for different characters, expanding empathy objects, and making children form generalized empathy that is not affected by the relationship between empathy objects and themselves. Fifth, empathy training should be organically combined with situational demonstration and behavior practice. Various forms and methods can complement each other to achieve the best effect of empathy training. Sixth, empathy training should not only stop at understanding and sharing emotions, but also educate children to behave well and guide them to care for others with good social behaviors. It is worth mentioning that teachers' empathy ability and attitude towards empathy training will affect children's empathy effect. Therefore, when teachers use empathy training method, they have to put their feelings into it.

10. Observation learning method.

Observational learning was put forward by social learning psychologists. The core idea of its representative, Bantula, is observation and learning. Through pattern imitation or observation learning, individuals learn new behavior patterns directly. The way for children to acquire corresponding social knowledge and behavior through observation learning is observation learning method. This method emphasizes the main role of children, and the observation learning method has three advantages: First, children can learn new behavior patterns immediately through observation, imitation and learning. Second, through observation and learning, we can stimulate hidden behavioral tendencies to become external practical actions. Thirdly, the imitation of behavior patterns can change, eliminate or strengthen the original behavior patterns of individuals. Social psychologists analyze the process of observational learning into four steps, and there are also some basic guiding requirements for teachers for the four steps:

A note. Children pay attention to imitation behavior patterns. Teachers should design and provide behavior patterns that are easy to attract children's attention. This behavior pattern should have distinctive features or a sense of authority.

B memory. After children's attention and observation, stimuli are stored in the brain, leaving superficial memories. Teachers should give children a chance to remember, the appearance of patterns stays longer, and the behavior is slower and clearer.

C behavior is back. Observe and remember new behavior patterns, and reproduce related pattern behaviors under the action of motivation. In order to make the observed pattern show that children's own behavior needs driving force, teachers should provide children with the environment and conditions to practice the observed behavior pattern, although it is only a rough approximation at first.

Strengthen or adjust. Pattern behavior often reappears and needs to be influenced by intensive stimulus factors. If learners see that pattern behavior is rewarded and appreciated by others, or their own imitation behavior is rewarded, it is positive reinforcement, which will enhance children's desire to produce pattern behavior, and vice versa. The role of "strengthening or standardizing" depends on the individual's attitude towards rewards and punishments. In this process, teachers should give a positive attitude and evaluation to good example behavior, resulting in positive reinforcement. If teachers should try to suppress bad behavior patterns, they should eliminate such behavior patterns in the intermediary process of internal representation turning to external behavior.

1 1. Role playing method.

Role refers to an individual who has a corresponding position in society, assumes certain responsibilities and abides by specific social norms. Role-playing is a series of behaviors that children follow the role requirements and expectations. Role-playing method is to create a certain situation in the real society, let children play a certain social role, let children carry out social behavior consistent with this role, conform to this role norm, and feel the relationship between roles in this process, perceive and understand the feelings and behavior experiences of others, so as to master the social behavior norms and moral requirements that they should follow in their roles. Stopa uses experimental methods to test the influence of children's role-playing activities on children's moral behavior development. Experiments show that children trained in role-playing can understand the characteristics of role behavior, and by taking on a role, they put themselves in the mood of the role, which is conducive to the emergence of altruistic behavior.

"There are laws in education, but there are no fixed laws", which is an important feature of educational methods. The determination and selection of educational methods are based on the regularity of the educational process itself, not arbitrary. Teachers are required to exert their educational tact, re-create and re-process the educational methods artistically according to conditions and needs, and apply them flexibly and artistically in educational practice.

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The Educational Value and Teaching Methods of Creative Rhythm in Kindergarten

Wei Simin

(1) Questions raised

Rhythm means that children make rhythmic and rhythmic body movements regularly with the accompaniment of music. Rhythm teaching is one of the indispensable contents in kindergarten music education. Because it can not only cultivate and improve children's musical ability, enhance children's sensitivity to the beauty of music, but also make children develop harmoniously and healthily.

For a long time, the rhythm teaching in kindergarten is usually to teach ready-made works to children, and rarely to give play to their initiative and creativity. Teachers attach importance to the training of children's skills. The method adopted is a fixed model of mechanical imitation, that is, "demonstration-imitation-practice". This model not only ignores children's feelings about music, but also ignores children's creative expression, and also violates the educational purpose that music education should try its best to give full play to the advantages of music and promote children's all-round development.

Facing the future, cultivating cross-century creative talents is the need of the development of the times, and "teaching for creation" has become the goal and slogan of education. Early childhood is the embryonic stage of kindergarten creativity, which has been proved by many tests and studies. Music activities themselves also need rich imagination and creativity. Based on the above understanding, we take "Research on Creative Rhythm in Kindergarten" as the subject, and study how to make children create rhythm.

(B) the educational value of creative rhythm

"Creating rhythm" refers to letting children freely make body movements that conform to the nature, structure and rhythm of music with the ups and downs of melody under the influence of music. Such body movements are created by children through active exploration under the guidance of teachers. These include composing, imitating, dancing and enjoying the finished music. Creative rhythm is not only beneficial to the development of children's musical ability, but also has a good influence on their physical and mental development.

1. Promote the development of children's imagination, creativity and thinking ability

Music activities are often inseparable from imagination, and imagination is one of the important ways for children to get happiness from music activities. The rhythm of creation is an activity that needs rich imagination and originality. In such activities, children's imagination and creativity will be greatly improved through the active guidance of teachers and the process of designing actions with children. For example, if children follow the rhythm of Toy Soldiers March, we will see toy images with different postures, including beautiful dolls dancing, lively and lovely small animal toys, strong and powerful transformers toys, and interesting small puppet toys. Just a puppet toy, children can create all kinds of puppet movements. Children will use music to open the floodgates of memory, spread the wings of imagination and create novel and unique actions, which often surprise teachers. Obviously, such activities are often carried out to promote the development of children's imagination and creativity.

2. Promote children's emotional development.

Childhood is one of the important stages of emotional development from low level to high level. During this period, emotional music activities have obvious potential to promote children's emotional development. The more children are exposed to all kinds of music works and participate in all kinds of music activities, they will gradually understand love, gentleness, sympathy, pride, collective spirit, aversion to ugliness and pursuit of beauty and goodness. In creative rhythmic activities, children first need to appreciate music works, understand the essence of music, arouse resonance and stimulate emotions, and then create actions on this basis. When children enjoy the March of the People's Liberation Army under the guidance of teachers, they will have positive feelings of loving the People's Liberation Army, thus creating various PLA movements. Sometimes a good musical work and a good musical activity will have a strong emotional impact on children, and even become a valuable asset for their spiritual life.

3. Promote the development of children's self-awareness.

First of all, when children feel and express music in creative rhythmic activities, they need to consciously understand their physical activities, consciously and purposefully control and adjust their physical activities, so that their physical activities are consistent with music and the activities of all parts of their bodies are coordinated with each other. Secondly, children need constant imagination and emotional experience when they understand and feel music. Thirdly, children can get various evaluations from teachers and peers in creative rhythmic activities, which will play a vital role in the formation of personal self-confidence, self-esteem, self-evaluation ability and self-attitude.

4. Promote the development of children's communication and cooperation ability.

One of the important functions of music is to provide opportunities for interpersonal communication and meet people's communication needs. People can communicate with each other through music, and then establish emotional harmony. In creative rhythm activities, a perfect rhythm is often formed on the basis of the joint creation of many children. Not only let children express music with more beautiful movements, but also let them experience the happiness of cooperation. When appreciating the finished music for creative rhythm activities, it is sometimes necessary to guide children to imagine different roles to create actions according to the nature and structure of music. At the same time, teachers and children or children and children play different roles respectively, and complete the rhythm in the process of mutual communication. This kind of music exchange between adults and children, and between children and children can provide children with many opportunities and experiences of interpersonal communication. In these structured music exchange activities, children's needs and confidence in communicating with others have been constantly strengthened.

To sum up, the educational value of creative rhythm is mainly reflected in developing the ability of body movements, developing the ability to feel and express music with the help of body movements, and improving the ability of children to coordinate physical and mental activities. At the same time, creative rhythm can also meet the needs of children's physical activities, music exploration in the process of participating in music, imagination and associative thinking, creative expression and communication and cooperation. And provide the necessary external conditions for the healthy development of children's body and mind.

(C) creative rhythm teaching methods

In the research process of creative rhythm, after repeated practice and demonstration, we summarized the following teaching methods for teachers' reference.

1. Replace

Replacement refers to replacing some or all actions in the original rhythm with new ones. This method is suitable for children in primary and middle school classes who are beginners in creating movements. It can arouse the enthusiasm of children's creative actions, increase the freshness of children's learning, and make children relaxed in the whole creative activities. This method is generally better in two class hours. In the first class, teachers can teach children some simple actions and let them imitate them. In the second class, the teacher guides the children to create different movements instead of the original movements of a certain paragraph (phrase). For example, the small class creative rhythm "Big Cat and Kitten" designed by our garden, the music is ABA three-part structure, one representing big cat and the other representing kitten. In the first class, the teacher is a big cat and the child is a kitten. Under the guidance of the teacher, clap your hands according to the music rhythm. In the second class, the teacher guides the children to imagine what the kitten can do besides clapping, and inspires the children to create new actions to replace the original clapping actions.

2. Association method

Association refers to the psychological process of thinking from one action to another. When using this method, teachers can demonstrate an action first, and then inspire children to associate and create related actions according to the content and methods expressed by this action, or they can be demonstrated by individual children. For example, when creating the rhythm of ribbon dance, a child came up with a method of throwing ribbons forward. The teacher seized the opportunity to make the children associate with it according to the change of action orientation, and inspired the children to come up with methods of throwing ribbons in different directions, such as up, down, left and right. For example, when creating the rhythm of children's playground, a child came up with the action of swinging, and the teacher inspired the child to come up with other actions to play in children's playground according to the theme of rhythm, such as "seesaw" and "swivel chair". The application of this method can make children's creative thinking clearer and creative actions richer.

3. Simulation method

Analogy refers to comparing unfamiliar objects with familiar objects to provide creative clues for children. Teachers can guide children to compare music of the same nature. For example, when creating the action of "garland dance", it can inspire children to recall which music they have learned before is similar to the music they hear now. Teachers can also guide children to compare different kinds of music. For example, comparing March with Lullaby can inspire children to create rhythmic and energetic movements.

4. Matching method

Matching method means that on the basis of children's familiarity with the nature and structure of music, teachers present rhythmic content in the form of stories to help children sort out the order of actions and create a series of related actions according to plot clues, so that actions can be properly matched with music. This method is suitable for middle and large class children with creative experience and certain dance vocabulary. For example, the creative rhythm of the large class "New Year" designed by our garden adopts this method. In the first step, the teacher will provide the children with action plots designed according to the nature and structure of music: "In the New Year, a group of children trotted to the Confucius Temple to see lanterns. They looked left, right, front and back, saw many very beautiful and interesting lights and danced happily. " The second step is to guide children to create actions according to the plot. The third step is to coordinate the complete movements with the music, so that children can master the movements happily in the process of active learning.

5. Migration method

Transfer refers to the influence of the basic action experience and learning results mastered first on other subsequent studies. Some studies and facts show that it is not only possible but also necessary for children to learn before migration. Imitation migration is such a process. For example, when children learn the basic movements of Xinjiang dance, teachers consciously choose some music with different styles of Xinjiang dance, so that children can create movements and inspire them to combine the basic movements of Xinjiang dance and transfer to new music.

6. Variational method

Change refers to changing several actions with one action, and consciously injecting "change" factors into children's activities to make children's thinking flexible, flexible and flexible. The key to change is to help children master the law of change. After a child has mastered an action, he can change many similar actions according to this action. For example, after children learn to walk in situ, they can be inspired to make some changes in the "three-step walk", such as forward, backward, circle, hand in hand and so on. With the accumulation of creative experience, children gradually realize that many new movements can be created by changing the posture, rhythm, amplitude, strength and direction of movements.

7. Reference method

Reference method refers to the development on the basis of actions created by others, making the actions more beautiful and perfect. For example, the rhythmic activity "birthday tree" designed by our garden is used by teachers to guide children to make birthday presents. This method not only develops children's creativity, but also makes children feel the happiness brought by the success of cooperation with peers.

8. Combination method

Combination refers to combining more than two actions to form a new group of actions. When teachers combine actions, they should first help children master the order law. For example, in the rhythm "Duo Duo Mi", we let the children get familiar with music first, then let the children compose movements according to phrases from bottom to top, and finally match the movements with music. The actions created in this way are not only easy to remember, but also coherent and coordinated. When combining actions, children can also be inspired to compose music according to the role image and plot content, such as Alice in the Toy Kingdom, a rhythmic activity of a large class. Teachers design corresponding roles such as "Alice-Puppet-Alice-Trumpet-Alice-Rooster" according to the tortuous structure of the music, and alternately combine theme movements and changing movements. This combination not only has a sense of integrity, but also is beneficial to children's composition and editing.

After a period of research on children's creative rhythm, we realize that letting children compose music by themselves not only improves children's sensibility, understanding, expressiveness and motor skills, but also greatly mobilizes children's enthusiasm, initiative and creativity in learning and comprehensively improves their quality.