How to carry out social practice activities in kindergartens?

First, according to the teaching theme of the kindergarten, tap and utilize the community resources around the kindergarten according to local conditions.

Kindergarten is a part of society, and it is impossible to exist alone without society. Therefore, the "social practice activities" of kindergartens should be adapted to local conditions, and social resources should be excavated and developed from the social environment in which kindergartens are located, so that the social practice activities of kindergartens can have long-term vitality. Kindergartens can choose some units purposefully according to the teaching content and community resources to establish a "kindergarten social practice base". Let the social practice activities of kindergartens be carried out in an orderly manner with the assistance and guidance of professionals in the base, and help children and teachers understand more professional knowledge and skills. For example, the kindergarten curriculum often involves business, military, transportation and other fields, and teachers often organize children to visit and study in the form of "social practice". In order to make this social practice more effective and sustainable, the leaders of our park got in touch with the leaders of surrounding supermarkets, troops, traffic police squadrons, fire squadrons, community service centers and other units, signed contracts, established our park's "social practice base", and issued letters of appointment as "counselors outside the park" to relevant personnel of their units. "Social practice base" is the icing on the cake for the "festival course" in our garden, which makes our education and teaching activities more colorful and unique. The "I am a soldier" series of military training activities for large-class children aided by the ninth division of the West Artillery Corps have been concerned and recognized by parents and people from all walks of life. The "1 19" middle-class children's fire drill assisted by the fire squadron of Wangzhuang New District has enabled children to master more knowledge and skills of self-help and mutual rescue. The "Children Responsible" shopping activity in the "Baccarat" supermarket enables children to understand the characteristics of supermarket items, learn to read price labels, and try limited shopping methods according to the amount of money held. Let children go through the conversion process of "choosing" and "giving up" and initially understand the truth of thrift. ┈ ┈ "Kindergarten social practice base" is the cradle of kindergarten social practice activities, which lays a good foundation for the development of children's comprehensive ability.

Although the teaching of Fundamentals is very good, the fields involved are limited. Therefore, we should not only rely on the resources of the base, but also pay attention to the social environment around the kindergarten, so that children can interact with various social environments. For example, when the kindergarten curriculum involves the theme of environmental protection, we organize children to visit the geographical features, conduct social surveys and carry out community publicity. Team China also launched a kite-flying parent-child activity in Lihu New Town, which allowed children and parents to enjoy the fresh and elegant beautiful scenery of Wuxi's new style Lihu New Town, thus inspiring their awareness of protecting the environment and creating a beautiful home.

Two, according to the characteristics of kindergarten teaching, depending on the topic, make a feasible activity plan.

"Social practice" is a special form of kindergarten teaching activities. Therefore, before carrying out activities, teachers should make practical activity plans to guide practical operation activities. The social practice activity program can include: activity objectives; Time, place and participants of the activity; Activity preparation; Activity flow, etc.

1. Activity goal: Activity goal is at the core of the whole social practice and determines the practical behavior. It is not only the starting point of practical activities, but also the attribution point of practical activities and the basis of activity evaluation. It has both directional function and regulatory function, so it is extremely important to formulate the activity goal. Teachers should follow the principle of "children-oriented" when making activity goals, taking into account knowledge, skills, emotions and other aspects, so as to match the activity goals with the activity content.

2. Time, place and participants of the activity: clearly marked, so that teachers and parents can have a preliminary understanding of the intention of the activity and make relevant preparations.

3. Activity preparation: Activity preparation is the basis and guarantee for teachers to successfully organize and carry out social practice activities. The ancients said: March and fight, food and grass go first. In other words, full preparation is the premise of victory. Activity preparation plays an important role in kindergarten social practice. Without this link, social practice will become passive water. Preschool teachers should always keep in mind when preparing activities-"details determine success or failure".

The preparation of social practice activities can be divided into three aspects: one is the preparation of teachers themselves, the other is the preparation of children, and the third is the preparation of social assistance units (including the preparation of parents).

(1) teacher preparation: including teachers' own knowledge reserve, professional ability and personal quality.

Whether teachers' own knowledge reserves can meet children's needs is a link that cannot be ignored in social practice. Give the students a drop of water and the teacher should have a bucket of water. Teachers should not only supplement their knowledge, but also form their own things through continuous learning and improve their knowledge structure. Only in this way can teachers learn from others in social practice activities, answer children's questions by analogy, and guide and inspire children to explore unknown areas.

Teachers' professional abilities include thinking ability, language expression ability, activity organization ability and practical guidance ability. Teachers should learn to understand children, analyze children and explore the depth and difficulty of activities from their existing knowledge and experience. And transform the organization and logic of thinking into clear and orderly language expression, and organize and guide children to practice activities in an orderly way.

Teachers' personal quality is a hidden teaching condition. Teachers' good personal qualities virtually set an example for children to learn to get along with others with kindness, tolerance, sincerity, equality and friendliness in social practice.

(2) Children's preparation: including children's own knowledge and experience reserves.

Knowledge is the foundation of children's social practice activities, and children must have a superficial understanding of the relevant contents of practical activities in order to do further in-depth research and exploration. At the same time, social practice activities also require children to have the experience of going out. For example: what items need to be prepared when going out, what social ethics should be observed in public, and so on. There are many hidden dangers in the social practice activities that let children go out of kindergarten and go to society. Children should master some safety knowledge about going out and know some methods of self-care and self-help. In addition, it is also necessary for children to establish a sense of team and stimulate their sense of collective honor.

(3) The preparation of social assistance units: Its main content is to work closely with kindergartens, and both sides will jointly formulate and adjust activity plans, coordinate and support social practice activities of kindergartens, and carry them out in a coordinated and orderly manner.

4. Activity process: The activity process includes specific activity content and time allocation. The whole process needs to follow the principle of combining static and dynamic, step by step and interlocking.

Third, follow the principle of "people-oriented", guide the situation and interact flexibly and tactfully.

Social practice is to achieve educational goals in the process of organizing children to participate in social life, and it takes children's personal participation as the main educational method. The purpose of its activities is to educate children in practice and increase their knowledge and talents. This characteristic of social practice determines that we must "take children as the foundation" when carrying out social practice activities, so that children can really participate in social and cultural life. As a teacher, we should pay attention to children's every move, give play to children's educational wit, and make social practice more energetic.

1. Teachers should be good at grasping children's interests and creating new educational opportunities.

Lessing said: "A curious eye can often see more than he wants to see." Interest is the source and motivation of learning. In social practice, teachers should be good at capturing children's "points of interest" and let children explore and develop towards their own points of concern. For example, the social practice of the middle class-"lively commercial street". In the original plan, the focus of the visit was "Yonghe Soymilk Shop" and "Jiangnan Barber Shop" on the commercial street. However, along the way, the children's attention was attracted by the advertisement in front of a mobile phone shop. Several children gathered around the billboard and talked about the mobile phone on the billboard together. Some of the children behind continued to insist, and some simply shouted "mobile phone shop, mobile phone shop" and "how many mobile phones!" It can be seen that they have a strong interest in mobile phone stores. So, I stopped to organize children to visit the mobile phone shop, and the children's exploration activities suddenly began: "Let's find a mobile phone with the same style as mom and dad!" "The teacher's mobile phone is the same as the counter?" "Look! This is my favorite mobile phone. " In the process of free exploration, children learned about different brands, models, styles, colors and shapes of mobile phones, and gained more extensive knowledge and experience than classroom teaching.

2. Teachers should be persuasive and encourage children to actively interact with the community and the actual environment.

Social practice activities are different from classroom teaching activities, and there are many uncertain factors, mainly children's active exploration. Therefore, teachers should strive to make children interact actively and effectively with peers, teachers, community people and community environment, thus expanding the exploration space and scope of social practice activities. For example, the "fire brigade visit" in our class has achieved satisfactory results because of the effective use of interactive methods. Step 1: Visit the exhibition hall of the fire brigade. Firefighters are afraid that their adult language children can't understand, so let the teacher show the children the fire signs and fire propaganda pictures on the walls around the exhibition hall, and let the teacher explain them to the children according to the following text notes. In the second step, the firemen introduced the fire-fighting equipment to the children. At the beginning, we used the way that firefighters explained and children listened. The child's attention is very scattered, which increases the psychological pressure of firefighters and makes the explanation intermittent. Therefore, I propose that the children ask questions and the firemen answer them. After the adjustment, the children's attention was focused at once, and they all took the initiative to ask the fireman's uncle about their curiosity and concern, which made the fireman's explanation more targeted, made the atmosphere of the visit relaxed and active at once, and brought the distance between the children and the fireman closer. Step 3: Visit the fire truck. The firemen explained the equipment in the fire truck to the children one by one in order. When introducing the fire hat, the children all showed envious eyes, so the fireman had an idea and said, "Which child wants to try?" The children raised their little hands one by one, and the children who had the opportunity to try on the fire hat were particularly excited. Children who don't have a chance to try on fire hats are also satisfied with the opportunities of their peers. When the fireman picked up a suit from the suitcase, the children exclaimed, "What a big suit!" " Looking carefully, it turns out that the yellow fire suit is conjoined, and it has been connected with pants, clothes and hats since the boots. How to wear such clothes? What effect does it have? Two questions flashed through my mind at once, and I believe the children are as curious as I am. So, I propose: please ask another fireman uncle to try it on. When the whole fireman's image was displayed, the children could not help clapping their hands and involuntarily asked, "Uncle, what's it like to wear such clothes?" "When did you start dressing before putting out the fire?" "Which of your uncles wears clothes the fastest!" ..... In the interaction with each other, the whole practice is full of vitality, and both children and teachers have gained more and more comprehensive knowledge and experience in the interaction.

Fourth, go out of the activity situation, seek the source of cause and effect, and make an objective and complete activity evaluation.

At the end of each social practice activity, teachers should evaluate the activity, which is what we usually call "activity reflection". The evaluation of social practice activities should be carried out from two aspects: first, teachers should evaluate the whole process of social practice activities, and second, teachers should judge the value of children's situation in social practice activities and the results after the activities.

1. Reflection on teachers themselves: First, teachers should reflect on the content of activities, and consider whether the content conforms to children's age characteristics and cognitive structure, and whether it can stimulate children's interest and desire to explore. To form their own unique views on the content of the activity, and put forward appropriate suggestions for processing, handling, supplementing and deleting according to the needs of the activity. Secondly, teachers should reflect on their teaching attitude. Think about how much enthusiasm you have put into the activity, whether the activity is properly prepared, whether an equal, harmonious, relaxed and harmonious new teacher-student relationship has been established in the activity, whether it has stimulated the initiative and enthusiasm of children's activities, and whether it has guided the development of children's various abilities. In addition, teachers should reflect on the activity process. Think about whether the flow of activities is reasonable and whether the organizational form of activities is conducive to children's exploration and learning. Finally, teachers should reflect on the current situation of teaching. Think about whether the creation of teaching situation is reasonable and applicable; Whether the learning atmosphere created by yourself can help children devote themselves to learning wholeheartedly and efficiently. Whether it can stimulate children's enthusiasm for learning and promote children to actively acquire knowledge. The process of teachers' growth is also a process of constantly rethinking and reconstructing their basic views on education and teaching theory and practice, which is of great significance for carrying out effective social practice activities.

2. Value judgment of children's situation in social practice activities and their achievements after the activities.

Whether the child has made progress or not is the most important criterion to measure the effect of the activity. As far as the activity process is concerned, it is necessary to embody the principle of "learning happily" for children. As far as the effect of the activity is concerned, it should reflect the multi-level and three-dimensional nature of the activity and the comprehensiveness and sustainability of the activity. Let knowledge and skills, processes and methods, and emotional attitudes develop harmoniously. In other words, through social practice, children never know how to understand, from knowing less to knowing more in knowledge and skills; In emotional attitude, children never like to like, never interested to interested, from like to like; In the process and method, children have made great progress from disorderly logical thinking to orderly logical thinking, from a single rigid method to a variety of open and flexible methods. At the same time, it is necessary to evaluate whether different children have different progress and development on their own basis. Whether the child has developed the habit of autonomous learning and active exploration. Whether children have changed from "learning" to "learning" through social practice activities and so on.

In a word, "social practice" is an indispensable link and step in kindergarten teaching activities, and it is also an important way for children to consolidate what they have learned, absorb new knowledge and develop their intelligence. Social practice activities not only provide children with a stage to show their talents and self-charm, but also a ladder to cultivate and exercise their comprehensive ability. It not only enriches the teaching content, enlivens the teaching atmosphere, broadens the social horizon and masters practical skills, so that children can learn a lot of knowledge that books can't learn and master skills that kindergartens can't learn, but also shortens the distance between theory and practice. It is a "practice place" for children to contact the society. "Kung Fu is beyond poetry", let's make a reasonable activity plan by tapping rich community resources, and adopt interactive activities to conduct a comprehensive reflection on the activities, so as to make kindergarten social practice more operational and practical.