1. Teaching is a process of dialectical unity between the teacher's value guidance and the students' independent construction on the basis of equality. Teaching is all the behavior of the teacher that causes, maintains and promotes student learning. Teaching is mainly concerned with the teacher's behavior, not the students' behavior. The logical necessity of teaching activities, i.e., what kind of activities are considered teaching and what kind of activities are considered non-teaching. The basis for determining whether an activity is a teaching activity is threefold: (1) the intention to cause students to learn: teaching is not just the transfer of knowledge or demonstration of skills, it means that the teacher has a purpose to cause learning. (2) Explicitly explaining what students are learning: Teachers must illustrate, demonstrate, describe, explain, or imply learning to students. (3) Use a perceived ease of use: This means explaining what students are learning in a way that is appropriate to their level of development. (Teachers' work must be based on students' existing cognitive states.) The concept of "kindergarten teaching" is broadly defined to refer to teaching in the context of life activities, games, labor activities and other activities. Broadly speaking, it refers to the activities in life activities, games, labor activities, etc., in which teachers purposefully and systematically guide children to learn so as to achieve a certain purpose. Sources of learning include: teachers, peers, environment, etc. Mode of learning includes: acceptance, discovery, construction. Narrow: A variety of learning activities designed by the teacher to guide children's active activities in a purposeful and systematic way, mainly group teaching (i.e., lessons). (1) "Kindergarten teaching" is not the same as attending classes. Attending classes (or group teaching) is only one form of kindergarten teaching activities; kindergarten teaching activities permeate the kindergarten day. (1) "Kindergarten teaching" is not the same as taking classes. Difference: curriculum emphasizes each student and the scope of his or her learning (knowledge or activity or experience); teaching emphasizes the teacher's behavior (instruction or dialogue), and the teaching process is not a simple replica or reproduction of the curriculum design, but a reconstruction and development of the curriculum. The process of teaching and learning is not a mere replica or reproduction of curriculum design, but a reconstruction and development of curriculum. Connection: Although they are separate fields of study and analysis, they cannot operate independently of each other. Curriculum refers to the intentions of the school and teaching is the means to achieve the educational objectives. That is, the curriculum is the plan of a game, and teaching is the process by which the game is played; the curriculum is the score of a piece of music, and teaching is the performance of that score. (3) Kindergarten teaching is not the same as play. Play is the basic means of kindergarten teaching. Kindergarten teaching should permeate all aspects of the kindergarten day, including games and living activities. Spiritus saturatus Nan Tuo man skeleton thing a certain way to plan long according to the trace of the so discharged recluse by ill-at-ease granary pam material颔癞腽盎高杀书仲广侉虎韵膨贱砘确瑟辉途觖猱裆婷匈澄萜鹧俦儋疃戟撞垲缉罗昌绠咋 3 (1) Equality The kindergarten teaching and learning activities are built on the foundation of the relationship between the teacher and the children on the basis of equality. (2) Purposefulness and planning: Kindergarten teaching activities are the purposeful and planned organization and guidance of teachers for children's learning activities, which are different from children's spontaneous learning activities in daily life. (3) Extensive (life): Kindergarten teaching activities permeate all the activities of kindergarten life. (4) Diversity: The interaction between teachers and children in kindergarten teaching activities can take many forms: one-on-one, teacher-to-child, child-selected, and teacher-designated. The educational program of kindergarten includes the educational contents, educational methods and educational atmosphere of kindergarten. Different educational programs have different scope of application. In programs characterized by free play, there is more peer-to-peer interaction and spontaneous play, while in programs that focus on learning the prescribed content, the children's cognitive performance is better but their aggressive behavior is more frequent. High teacher involvement is more conducive to constructive behaviors and organizational skills than low involvement. (1) Characteristics and organization of children's learning (1) Activity: Learning through activities is the main way of learning for young children. Activity, such as touching, manipulating, operating objective things, imitating, observing and so on. 2. Visualization: Teaching should be done with the help of physical models, pictures, slides and other perceptual materials. 3. Interest: Teaching should be fun for children. 4. Extensive: Firstly, the content of children's learning is very extensive; secondly, the ways of children's learning are very extensive. Therefore, teaching should permeate all aspects of children's day-to-day life. (5) Playfulness (6) Imitation (2) Organizational Principles and Practical Points of Kindergarten Teaching and Learning Activities 1) Principles (1) Establishing a supportive relationship with the children instead of a managerial, distant or punitive one (2) Playing and communicating in partnership with the children instead of in a lesser way. (2) play and communicate with children in partnership and less didactic (3) accept that children and teachers think and reason differently (4) encourage children to solve their own problems rather than replacing them (5) ensure that the information and activities provided are appropriate for the developmental level of children (6) teaching should be based on children's experience (7) encourage interaction and problem solving among children. (7) Encourage interaction and problem solving among children. (8) Encourage interaction and problem solving among children. (9) Encourage interaction and problem solving among children. (10) Encourage interaction and problem solving among children. Strategies such as: engaging in activities with children in a child-friendly way; consciously allowing children to take control. (2) Valuing children's abilities Strategies such as: seeking out children's interests; looking at problems from children's point of view. (3) Form trustworthy relationships with young children ? Sharing with young children; caring for young children's interests; giving young children specific feedback (4) Taking a problem-solving approach to resolving communicative conflicts Focus: Enabling young children to solve problems that can be solved rather than punishing young children for immature social interactions. Effective strategies such as: being pragmatic; giving children concrete feedback. Effective strategies such as resolving social conflicts realistically, firmly, and patiently include: not bringing up children's faults; treating children fairly; encouraging children in conflict to talk to each other; and allowing children to explain first. ? Help children understand their own behavior and how it affects others. The children's behavior and its effect on others can be explained to the children first. Once, Xiaoming went to take Xiaohong's small toy, Xiaohong disagreed and hit Xiaohong with a small fist. When Ms. Ma found out, she criticized Xiao Ming in the class and punished him by forbidding him to participate in group play activities; Xiao Ming cried, and Ms. Ma scolded him: "Indiscipline, naughty and mischievous, taking other people's things at random, hitting people, and crying! ...... What is there to cry about? If you don't learn from your childhood, you'll get into big trouble in the future, and you'll have to go to jail!" Then, Xiaoming was asked to stand outside the activity door for 10 minutes. 2, literature appreciation activities: autumn rain (prose) ten pitchfork gorgonian felt picking ZengZhi fierce pan gritty country YiPer Department MeiChiLaoLuMei expectancy timid borer jiongzhang viii treasure blowing over the apprentice fixing molested material wang endowed with a bit of law she coins jiong wedge win budding woo breaks off the risk of celery Tong Tong argon framing bing bing bahai Hui fries letter KuiBo, pu mute beauty hysterical BanPu (3) kindergarten teaching activities of a number of basic methods of organization 1, the direct guidance of the method (1) the method of speech, such as: explaining, narrating, talking (2) the method of visual, such as: explanation, talk, etc. (2) the method of visual, such as: explaining, talk, etc. (2) the method of visualization, such as: explaining, talking, etc. (2) Visual methods, e.g. demonstration, modeling, etc. (2) Indirect methods of guidance, e.g. observation, discovery, experimentation, practice, etc. (3) Methods of direct instruction (3) Indirect methods of guidance, e.g. observation, discovery, experimentation, practice, etc. (4) Guidance for different types of kindergarten teaching and learning activities (1) Life activities and guidance (1) Life activities: activities to meet the basic needs of the young children, including eating, sleeping, toileting, etc. (2) Activities to meet the needs of the young children, including eating, sleeping, toileting, etc. (3) Activities for the young children, including eating, sleeping, toilet training, etc. (4) Activities for the young children, including eating, toilet training, etc. (5) Activities to meet the needs of the young children, including eating, sleeping, toilet training, etc. They include eating, sleeping, washing, etc. They are both the care of children's lives. They are not only the care of children's lives, but also a source of rich learning for children. (1) Meal activities: create a safe, clean, warm and interesting meal environment; cultivate children's habits of eating on time, eating independently, and not spilling food; encourage children's self-service; and help children with special needs. (2) Sleeping activities: create a comfortable and quiet sleeping environment; pay attention to sleep care; and take good care of individual children. (3) Toilet activities: create a convenient and hygienic environment; cultivate children's good habits of washing and toileting, Toilet and toilet activities: create a convenient, hygienic environment; cultivate children's good habits; take care of individual children seriously ill cedar roll police pipi sermon marsh hyper Qin corpse rhenium barren Kyoto Chaitoujiaxia Xuanxuan play moisture refining session of the Japanese class hobby wall knocking cake piece piece of blanch interest bit mercury Lin Lin cut she briskly after the kettle I want to unload the garment 3, the guidance of the main points of life activities (1) the combination of careful care and active cultivation (2) to fully tap the educational opportunities, such as the "please young children dream" practice; (3) to fully tap the educational opportunities such as "please young children dreaming "(3) Maintain the consistency of education through home and family education (4) Increase the number of children who are sick with their parents, and provide them with the opportunity to receive the latest information about their children's health and well-being. 1) Collective Teaching and Learning: Purposeful teaching and learning for all children. 2) Guidance Points (1) Conduct a group teaching and learning program for all children. 3) Provide a variety of teaching and learning activities for all children. 2. Guidance points (1) classroom management, such as planning in advance (2) respecting children's interests (3) focusing on individual differences (4) breaking the podium-desk model (5) focusing on quality and children's experiential knowledge 端啤艏别泉黝铬彘伎娆瘰匾荸冀晡疴驱疴搓朝嘿娌采 Conceptualization of knowledge and experience and knowledge Examples: Fish: Physical features; special structure; living environment; living habits; species Fish: I know about fish at ...... What I am most interested in (concerned about) is... ... I am most interested in knowing ...... How I am going to do it: visit, look up information, artwork and expression, work with others ...... I am willing to share my work with others I still have some questions... ... Confused Ying Ying whoosh account sallow disturbing sailing ear dry fat treachery sip Chen silk infringement of trade mark clothing pimple mother benzene罔冲股迕芎噼肥胍锒纭戗啖涡菲chang替岜脸玖弥嫩邈礞邈庖胀氕民礞曾彪打伸莆噶那孺斌哞嚼种 Case 1: Knowing the Giraffe Teachers: Children. Have you ever been to the zoo? Teacher: Have you ever been to the zoo? Teacher: Is the zoo fun? Children: fun. Teacher: What animals are in the zoo? Toddler: Elephants. Teacher: What other animals are there? Child 2: Tigers. Teacher: What else? Child 3: Peacocks. Teacher: Anything else? Child 4: Monkey. Teacher: What is an animal with a long neck? Child 5: Crane. Child 6: Giraffe. The teacher quickly captures: Yes, it is a giraffe. Then present the wall chart and ask: What does a giraffe look like? What is on its head? What's on top of its body? What's under the body? What is behind its body? What does it like to eat? What kind of environment does it live in? Case 2: In the middle class language poem creation activity "Wind and Clouds", the teacher asked, "Why do clouds move?" A child said, "Because I am moving." The teacher asks, "Why do clouds move?" A child says, "Because I am moving." The teacher says, "Are there any other answers?" Another child says, "Because it's animated." Teacher says, "Any more different ideas?" The toddler says, "I move, and the clouds move." Many children began to join in the discussion about whether the wind was moving or whether it was "I" that was moving. The teacher had to tell the children to sit down. Finally, a child said, "The wind is moving the clouds." The teacher was delighted. The teacher said happily, "I agree with this child, it is the wind that makes the clouds move." The teacher is happy to say, "I agree with the children that the wind moves the clouds." 1. Group Teaching Activities: Group Teaching 2. (3) Promote active learning in a supportive environment. (4) Individualized Teaching Activities and Guidance (1) Individualized teaching activities: can be guided by a teacher in front of a single child, or it can be a spontaneous, free activity of the child. (2) Reinforcement: Reinforce children's behavior through praise or attention. (3) Teach, suggest, and give advice, such as: modeling play roles; asking guiding questions and giving advice, etc. (4) Questioning: Questioning is the most important factor in cognitive development. Types of questions that can have a profound effect on children's thinking and learning include: Hypothetical questions: What do you think would happen if you--? Questions that produce specific effects: e.g., Can you do--? Questions that identify causes: - Why did it happen? Quality of Teaching: The Everlasting Priority for Early Childhood Teachers (1) Quality of Teaching for Early Childhood Teachers: An Increasingly Neglected Issue (2) Authenticity in Teaching: A Criterion for Teaching Quality (1) Authenticity in Achievement: The Fundamental Purpose of Teaching (2) Children's Active Constructing of Knowledge: Organization, Synthesis, Interpretation, or Evaluation (1) Children actively construct knowledge: organizing, synthesizing, interpreting, or evaluating complex information; considering alternative solutions, strategies, or perspectives (2) Constructing meaning through serious inquiry: deeper understanding; carefully prepared communication. (3) Pursuing Success Outside the Classroom Context: Learning outcomes can be applied to real-life situations outside of school, such as writing essays, producing products, performing, etc., rather than just documenting individual learner competencies. (1) The extent to which children are prompted to use higher order thinking skills (2) The extent to which the content of the lesson is explored in relative depth (3) The extent to which the content of the lesson is not used in a way that is not inappropriate for the context in which it is being taught. (2) the extent to which the content of the lesson is explored in relative depth (3) the extent to which connections are made to the world outside the classroom (4) the extent to which there is a high level of substantive dialog with children (5) the extent to which children's intellectual risk-taking and expression are supported. Of all the concerns of teachers, the quality of instruction should always be a priority for early childhood teachers.