The following points need to be paid attention to when designing collective activity processes in kindergartens:

1. The goals of educational activities are vague, vague, and lack of operability

Example 1 Science in a large class Activity - Potato Baby

Activity goals

1. Teachers and students work together to create an environment to stimulate children's interest in exploration.

2. Encourage children to boldly ask questions related to potato. And be able to express their feelings about potato in more coherent language.

3． On the basis of existing knowledge and experience, children’s attitude, practical ability and innovative spirit towards scientific activities are cultivated.

Goals 1 and 3 in the above example are too general, not specific enough, and are in vain. It is difficult to achieve such a vague and lack of operational goals through one activity. This situation often results in the inefficiency of children's learning. Purpose, blindness and lack of pertinence of teacher guidance.

Some teachers also confuse activity goals with activity suggestions and activity processes, and activity goals with activity content. Teaching goal design is the planning of the expected results of teaching activities. It is an important part of teaching design. A standardized and clear statement of behavioral goals should include: behavioral subjects, which refer to learners, because behavioral goals describe the behavior of children, not teachers; behavioral verbs, which are used to describe observable and measurable behaviors formed by children. Specific behaviors measured: Situation or condition - refers to the specific limitations or range that affects children's learning results, mainly describing the situation in which children complete operations; performance level or standard - refers to the minimum performance level that children achieve on the target, It is used to evaluate the degree of learning performance or learning results.

So, how to state the teaching goals clearly? How can we achieve the clarity of the teaching goals? First, the teaching goals should be stated in observable behaviors as much as possible to make the teaching goals operable. Second, the statement of teaching objectives should reflect the changes in children's behavior and state the children's learning results; third, the statement of teaching objectives should be conducive to considering how to scientifically measure and evaluate the results of teaching. Therefore, the goal of Example 1 can be modified as:

1. Stimulate children's interest in exploration through tasting, making small animals or various modeling activities;

2. Encourage children to speak actively and boldly, and be able to describe the taste and characteristics of potato in a more coherent language;

3. Through operational activities, we guide children to experience the beauty of their hometown and the joy of labor, and cultivate their love for their hometown and labor.

2. When selecting activity content, the age characteristics of children are ignored, and the characteristics of children in this region, this kindergarten, and this class are ignored. The content is difficult and easy at times.

The design of teaching content requires careful analysis by teachers. The process of teaching materials, rational selection and organization of teaching content, and reasonable arrangement of the expression or presentation of teaching content. It is the most critical link in teaching design and the main part of teaching design. Its quality directly affects the success or failure of teaching activities. What kind of teaching content can effectively achieve teaching goals? Consideration of such issues involves the issue of "instrumental rationality". Instrumental rationality refers to the cognitive ability reflected in technical behaviors such as calculation, measurement, organization, and prediction, and its purpose is to pursue the "efficiency" of action and maximize utility. [Note ③] Teachers should use instrumental rationality to question and reflect on the teaching intermediary. This questioning and reflection should be reflected in: What is the relationship between the selected teaching content and the teaching objectives? How to understand, organize and present the selected teaching content? Content? For a certain content, which method is the most effective? For young children, how can learning achieve the most beneficial development? Therefore, when selecting activity content, attention should be paid to:

1. Choose appropriate and appropriate content. Content that is irrelevant or has little relevance to the goal should be deleted.

In the top class science activity "Yellow River in Hometown", the main goal is to help children understand that the "Yellow River" is the second largest river in my country and its birthplace. The Yellow River passes through Lanzhou; through sightseeing, Understand the scenery of the Yellow River in Lanzhou and cultivate children's love for their hometown; know that the Yellow River is closely related to our human survival and must protect it, and cultivate children's initial awareness of environmental protection. The teacher regards understanding the Yangtze River as an important part of the introductory part, which takes up a lot of activity time. However, it has little relationship with the activity goal, and the content is abstract and difficult for children to understand. Therefore, it can be deleted from the text and used as an appendix in the full text. The end is for teachers’ reference as appropriate.

2. The selected content should take into account the age characteristics of children and be within the child's zone of proximal development, that is, based on the child's psychological development level and with room for development.

In the large class science activity "Ultraman the Hero of the Universe", the teacher planned to tell the children, "Monsters are made of a substance called alkali. It is transparent and has no color, but there is something that can Find it out, its name is phenolphthalein reagent, because the base will turn red when it encounters phenolphthalein, so children can see the monsters. So what can destroy the monsters? It is a solution called 'acid'. Because acids can neutralize bases. "Acid-base neutralization is an important basic knowledge in junior high school chemistry. It involves relatively complex changes in material structure and chemical reaction mechanisms. The content expressed by the designer is obviously beyond the scope of children's experience. , it is difficult for young children to understand the chemical changes of acid-base neutralization, and this content is not conducive to children's cognitive development.

3． The selected content should be closely connected with children's real life, have moderate novelty, and avoid being divorced from children's real life experience. It should focus on the science around children.

The following activity design successfully combines children's life experience with teaching activities.

Example 2 Science Activity for a Large Class - Object Expansion is Wonderful

Design Intention

In our lives, we often encounter objects that are exposed to heat, cold or water. Expansion phenomenon occurs. This activity is specially designed to allow children to initially understand this phenomenon through experiments and simply understand its principles, and to improve children's ability to observe and explore things.

Activity goals

Children can perceive the phenomenon of object expansion through observation and exploration, and initially understand the conditions for object expansion.

Guide children to experience the changes in things and the fun of change.

Activity preparation (omitted)

Activity process

1. Beginning part (omitted)

2. Basic part

(1) Observe and discover the phenomenon of objects expanding when exposed to heat

1. Take a look: The teacher fried fried dough sticks on site, and asked the children to observe the changes in the fried dough sticks and talk about why

this phenomenon occurred?

2. Have a taste: Make popcorn on site and let the children taste it to feel the secret of its transformation.

3． Compare: What is the difference between corn and the popcorn you just ate?

4. Do it: The teacher shows a flat table tennis ball and asks the children to think of ways to make it puff up. Why?

(2) Observe and discover the phenomenon of objects expanding when exposed to cold

1. Show the cracked bottle that has been frozen and let the children observe why this phenomenon occurs?

2. Talk about what other objects will experience this phenomenon when exposed to cold?

(3) Observe and discover the phenomenon of objects expanding when exposed to water.

1. Place plates containing yuba, white fungus, biscuits, etc. of the same size on the children's table. Ask the children to soak one of them in water and observe what changes happen?

2. Take out the soaked soybeans and the unsoaked soybeans in the water, and guide the children to observe the difference between the two? Why?

3. Guide children to observe the freshly soaked yuba, white fungus, and biscuits... combined with the observation of soybeans, try to explain it in your own words.

4. Children take some tea leaves, make a cup of tea, and talk about the changes in the tea leaves while tasting the tea.

(4) Game: Interesting Shrimp Crackers (omitted)

3. Ending Part

Let’s talk about which objects’ expansion phenomenon will bring impact to our lives. For convenience? Which object expansion phenomena will affect our lives?

3. Teaching methods and teaching methods are single and ignore the penetration between fields

Specifically, this problem manifests In order to focus on the novelty of the form, the organic connection of the content itself is ignored, and the teacher's teaching and control role are still emphasized. It is ignored that children learn science through "doing" rather than "listening", and there are heavy traces of knowledge transfer.

Example 3 Design of middle school mathematics activities - "Interesting Numbers"

1. The teacher shows the number image album and asks the children to observe carefully, imagine boldly, read the numbers in order, and deepen their understanding of the numbers 0-9.

2. According to the picture album, children learn "Number Song".

1 is like a pencil, slender and long, 2 is like a duck swimming on the water, 3 is like an ear listening to sounds, 4 is like a small flag fluttering in the wind,

5 is like The scale hook is used to sell vegetables, 6 is like a whistle to blow, 7 is like a hoe to weed, 8 is like a doll that cannot fall down.

9 is like a ladle to hold water, 0 is like eggs to make cakes.

3． Game activities.

Game 1: Where are the numbers hidden?

The teacher shows the pictures and guides the children to observe carefully and find out which animals the numbers 0-9 are hidden in.

Game 2: "Find the Numbers"

Show two pictures with different difficulties in turn and find out which numbers make up the animals in the pictures.

4. operational activities.

Teacher: In addition to the pictures the children saw just now, I also brought many animal pictures and placed them in the basket on the table. Please take out a picture you like.

The original intention of the designer of this activity is to "according to the thinking characteristics of middle class children, mainly to cultivate children's interest in mathematics learning, and to guide children to understand numbers and memorize digital images from different angles and in different ways." It cleverly combines monotonous numbers with real-life objects and simple drawing shapes to make children learn easily and interestingly." However, during the design process, teachers lacked understanding of the learning characteristics of middle-class children, neglected to create an environment for active exploration and active learning for children, overemphasized changes in form, and failed to integrate the understanding of numbers into children's daily lives. The so-called The "games" are just children's practice activities under the control of teachers. The traces of teacher teaching are heavy, and it is difficult to see that children will learn "easily and interestingly". On the contrary, in this teaching environment that is full of typical elementary school and adult characteristics, we have deep doubts about whether children can "feel the quantitative relationship of things and experience the importance and interest of mathematics" and "help every child learn in the original way" "Acquiring new experience on the basis of existing experience and achieving new development at the original level" can only be a castle in the air.

4. Do not pay attention to the question design in the process of scientific activities, and there are many closed questions and invalid questions

In the process of collective teaching activities, teachers mainly rely on asking questions to guide children Exploration, therefore, the design of questions is very important. Generally speaking, questions should be mainly open-ended questions that can point to children's operations, exploration and thinking, and trigger children's free expression, discovery and creation.

For example, part of the middle class science education activity "Donkey Crossing the River" asked: What did the donkey carry for the first time to cross the river? The donkey accidentally fell into the river and found out what happened to the bag of salt on his body. ?What did the donkey carry across the river for the second time? When the donkey fell into the river carrying cotton, did it find that the bag containing cotton was also lighter? The designer used a layer-by-layer questioning method to guide the children Gradually, he understood the content of the story and discovered the doubts in the donkey's heart, so he conducted experiments with questions and verified previous conclusions through operational activities.

Although after the promulgation of the "Kindergarten Education Guidance Outline" (Trial), we have established a new concept of children, education, teachers, and knowledge, how to implement the "Guidelines for Kindergarten Education" in specific educational and teaching activities? The basic thoughts and concepts of the "Outline" still need to be arduous.

Teachers' professional growth depends on teachers' self-reflection, expert guidance and peer cooperation. Specifically, we can start from the following aspects.

Regions where conditions permit can rely on cooperation with university teachers and early childhood education committees, and with the help of various forms and forces such as continuing education, to organize groups of teachers to carry out specialized training in activity design, including clarifying the purpose of activity design. Important role, understanding the format of event design, standard writing of content, etc.

Reform the assessment system, combine the realization of teachers’ personal values ??with professional development, and focus on mobilizing teachers’ initiative and enthusiasm to pay attention to teaching and research teaching. In particular, teaching results that reflect the promotion of young children’s development should be used as the assessment The main indicators of teachers are to help improve the efficiency of kindergarten education and teaching activities and truly optimize teaching.

Strengthen kindergarten-based teaching and research work. Guide teachers to pay attention to the process of children's learning, search, discover, and study the characteristics and rules of children's learning, and focus on exploring why, what, and how to teach. Kindergarten-based teaching research is essentially action research conducted by preschool teachers during normal education and teaching time in order to improve teaching quality and based on their own practical teaching problems. It is "research for teaching, research on teaching, and research on teaching." "Research", which not only helps to improve teachers' teaching abilities, but also promotes teachers' comprehensive professional quality.

In pre-service education, strengthen the cultivation and training of students' activity design abilities, and focus on internships and internships in kindergartens, so that students have the opportunity to combine the theory and practice they have learned in specific educational and teaching practice activities. Master standardized instructional design skills and be able to apply them skillfully.