Discussion on the Construction and Application of Virtual Reality-Based Curriculum Resources for Kindergarten Education

The construction of early childhood curriculum resources serves as a vital vehicle and precondition for the implementation of collective teaching activities in kindergartens.However,traditional curriculum resources based on graphic language or the linguistic descriptions of early childhood educators often fail to provide children with an immersive experience during collective teaching activities,leading to a lack of initiative and interest in learning.This paper discusses the methods for building a kindergarten curriculum resource library and,based on this foundation,employs virtual reality technology for three-dimensional modeling of the library to enrich the curriculum resources in kindergartens.Furthermore,this paper proposes to train early childhood educators in virtual reality technology to enhance their abilities to operate and utilize virtual reality equipment,which can emphasize the children’s central role in the learning process,better achieve educational goals,and improve teaching outcomes.

Integration of Red Aesthetic Education into Kindergarten and its Practical Paths

Red culture has important educational value.The integration of red aesthetics into the kindergarten provides strong support for children to establish correct values and historical views in the multi-cultural environment,and cultivate their creativity and aesthetic consciousness.Red aesthetic education activities should pay attention to the real embodiment of children’s subjectivity and the deep integration of application and practice.Practical paths of red aesthetic education in kindergarten include art activities,multi-field penetration,traditional festivals,and red aesthetic education environment infiltration.

Reflections on Conducting Kindergarten Language Education Activities Based on Children’s Literature

In early childhood education,language education is a crucial component,yet in kindergarten teaching,there often exists issues such as“emphasis on knowledge and neglect of practice.”To address this problem,teachers need to incorporate children’s literature in a reasonable manner to create a conducive environment for language education for young children.This article analyzes and discusses the significance of integrating children’s literature into kindergarten language education activities,and proposes strategies for addressing the current issues in kindergarten language education activities and conducting them based on children’s literature.

Side Effects of Gamifying Environmental Education Activities in Chinese Kindergartens

Environmental education is an effective approach to addressing environmental issues,and incorporating environmental education into kindergarten through gamified activities aligns with the concept of gamifying teaching and provides the optimal pathway for implementing environmental education.The purpose of this study is to investigate the specific processes involved in determining the objectives,themes,and content of gamified environmental education activities,as well as the organization,implementation,and evaluation of these activities in kindergarten settings.Five classes from Class G in Xining City Kindergarten were selected as the observational subjects for this study.Interviews were conducted with the teaching staff and the head of the kindergarten.The data obtained from observations and interviews served as the primary data for this research.The results indicate that the activity objectives formulated by teachers lack scientific basis and operability,with limited incorporation of gaming elements.The activity themes and content are narrow in scope and primarily determined by teachers and kindergarten administrators.The organization and implementation of activities often neglect the playful experiences of children,and activity evaluation is not given sufficient attention.

What Research Tells Us about How Trust Is Built in Kindergarten and Why It Is Important for Children’s Education

This paper mainly describes how to build a trust relationship in kindergarten and why trust is so important for children’s education.As the relationship between teachers and parents is becoming more and more tense,the relationship between teachers and teachers is becoming more and more independent(Tschannen-Moran,2014)[57].The trust relationship has a profound impact on children’s academic and social achievement(Bryk and Schneider,2002)[5].Therefore,the establishment of the trust relationship is of vital importance in kindergartens.The whole article can be divided into three parts:what,why and how.What is trust first,mentioned a few scholars understanding of trust and understanding?The second part is why trust is important in kindergartens and the factors influencing trust are mentioned.The third part is the focus of this paper,how to do to build trust in kindergarten.This paper mentions five solutions,including hiring good leaders;advance step by step according to the order of establishing trust relationship;building a culture of trust in schools;building trust between parents and teachers,teachers and students,and teachers and teachers;using the teaching method adopts the child-centered teaching mode.

Implications of Canadian Immersion Education for Bilingual Instruction in Chinese Kindergartens:From the Perspective of Critical Period Hypothesis

Canada is one of the countries with the most developed bilingual education in the world,while China starts bilingual education late.Such program greatly takes the advantage of critical period hypothesis and reveals its effectiveness.Learning from the advanced experience from Canada,this study investigated problems of bilingual education in Chinese kindergartens and offered suggestions correspondingly.Only when there are qualified and professional preschool teachers,suitable teaching materials,specific teaching objectives and methods,cooperation between parents and teachers,can the bilingual immersion education in Chinese kindergartens be fully developed.

新时代幼儿园劳动教育现状、困境与实施路径——基于广西F和L两市9所幼儿园的实证调查

劳动教育关系到未来社会主义建设者和接班人的劳动精神面貌、劳动价值取向和劳动技能水平。在幼儿园实施劳动教育,是新时代教育改革的必然选择。本研究采用问卷调查及访谈法,对广西F与L两市共9家幼儿园的园长及普通教师进行调查。调查结果显示:被调查的幼儿园存在教师对劳动教育认识不足,劳动教育种类与内容单一,缺乏适宜的场地和材料,劳动教育评价过于简单等问题。针对上述问题,本研究提出了相应的对策:提高幼儿教师对劳动教育的认识,树立正确的劳动教育观念;积极开拓园本课程,丰富劳动教育内容;创新劳动教育方式,创设轻松愉快的学习氛围;采取灵活多样的劳动教育评价方式,促进劳动教育效果的有效提升;促进政、园、家、社的合作,形成幼儿劳动教育合力。

幼儿园教师幼小衔接教育观调查研究——以安徽省合肥市为例

采用教师幼小衔接教育观调查量表,以合肥市232名幼儿园教师为被试进行调查研究,从教育观念出发分析幼儿园教师的幼小衔接教育观及其影响因素。研究发现:幼儿园教师幼小衔接教育观总体水平较高,但对教育期望和师生关系两个维度的认识水平相对偏低,各维度在岗位、年龄、婚育情况、教龄、带大班的次数、职称6个人口学变量上存在不同程度的显著差异;其次,人类发展生态四大系统与幼儿园教师幼小衔接教育观呈现显著正相关,宏观系统和微观系统能够正向预测幼儿园教师的幼小衔接教育观,外层系统能够负向预测幼儿园教师的幼小衔接教育观。

过有德性的生活:南开大学幼儿园公能根基德育实践

南开大学幼儿园公能根基德育秉持大德育观,聚焦爱国品德教育、传统节日教育、儿童戏剧教育和家园社协同教育,坚持引导幼儿过一种有德性的生活,大力支持其开展“知行合一”的躬身实践,并在长期潜移默化之中,塑造幼儿公能品德,淬炼幼儿至善良知,觉解南开精神,陶冶幼儿完满心灵,最终实现幼儿德性教育的价值旨归。

建设教育强国背景下L市农村幼儿园教师专业发展研究

学前教育是我国教育事业的重要组成部分,幼儿教师是教师队伍里的一支坚实力量,为建设教育强国发挥着不可替代的作用。伴随着学前教育事业的发展,城市幼儿园教师的专业水平获得了显著发展,但农村幼儿教育的发展依然相对滞后,特别是农村贫困地区的幼儿园教师普遍存在观念陈旧、文化程度较低、能力不足、专业化水平低等诸多问题。文章针对这些问题提出相应的策略和建议,以促进农村幼儿园教师专业发展水平和学前教育质量的提高。

浅探课程OBE改造对教师能力持续提升的影响

成果导向教育即OBE是一种卓有成效的工程人才培养教育理念。本文从对“机械制造基础”课程进行OBE改造出发,紧紧围绕OBE四个核心问题,结合作者在课程OBE改造亲身感受,另辟蹊径,阐述课程OBE改造对教师能力持续提升的影响。

我国学前融合教育课程:内涵意蕴、实践样态及建设路径

学前融合教育课程是学前融合教育理念走向实践的关键环节,对于促进全体幼儿发展,推动我国学前教育普惠高质发展具有重要意义。但目前我国学前融合教育课程建设面临课程设置不适宜、课程实施缺少教师专业化支持、课程评价单一等现实困境。据此提出我国学前融合教育课程的发展路径:转变传统课程观,提高学前融合教育课程的适宜性;大力培养融合教育师资,构建专业化学前融合教师队伍;注重个性化调整与评估,构建多元评价体系。

地方优秀传统文化在幼儿园课程资源中的开发策略研究——以亳文化为例

地方优秀传统文化是中华优秀传统文化不可分割的一部分,其为地方学校教育提供丰富的文化资源。为了加快推动亳文化在地方幼儿园课程中的设置,采用问卷调查方法、访谈法,分析亳文化在地方幼儿园课程资源开发的必要性,提出亳文化存在知名度与认可度不高、幼儿园开发亳文化课程意识薄弱、家长参与课程开发的意识不强等问题,从政府、幼儿园、家庭、社区四个层面研究亳文化在地方幼儿园课程资源中的开发策略,推动政府多举措、全方位开发并将亳文化应用于地方幼儿园课程,推动幼儿园与地方双向良性互动和正向发展。

“双减”政策背景下我国幼儿教育“小学化”研究的演进态势与展望

在“双减”政策背景下,幼儿教育“小学化”研究又一次进入新的发展阶段。追寻具有前瞻性的“小学化”治理路径,使“双减”政策在理论与实践的结合中落到实处,最终促进幼儿身心全面和谐健康发展。研究借助CiteSpace6.2.R2工具对我国幼儿教育“小学化”研究的演进态势进行了梳理和分析。根据科学知识图谱分析发现,目前还没有形成研究合作共同体,研究的热点与前沿有幼小衔接、去小学化、农村幼儿、家园共育、教育理念、存在问题、对策等。因此,要研究主体的联系与协作、拓展研究视角、聚焦研究问题、立足研究热点与前沿,推进幼儿教育“小学化”研究纵深发展。

《幼儿园教育活动设计》课程思政教学评价研究

在多年的教育实践中,我们越来越认识到要促进学生的可持续发展,必须从根本上提升学生的综合素养,而思想道德教育是首当其冲的,通过专业核心课对学生进行潜移默化的课程思政教育,必然会产生事半功倍的效果。坚定不移地落实立德树人的根本任务,依据《高等学校课程思政建设指导纲要》,在学前教育专业核心课程《幼儿园教育活动设计》中进行课程思政教学改革,必然会使学院立德树人的根本任务落到实处。

幼儿园常规教育指令的限度、态度与温度

幼儿园常规教育指令的力度直接影响着幼儿自我节奏的保存。教师对常规教育指令的运用,应持懂变通的内容、有人道的力道以及能悦纳的效果三个原则。同时,教师应坚定对幼儿需要的纯粹支持、对幼儿生命发展的善性观照以及对幼儿自主能动性的助力与滋养这三重价值态度。建议教师用有温度的心践行有温度的常规教育,在指令运用前保障幼儿深度参与幼儿园常规的制定,在指令运用中充分观照幼儿的具体需要,在指令运用后坚守宽容底线,使整个指令过程满溢理解的温度。

家园社协同育人赋能农村幼儿园高质量发展的优势及运行机制

农村幼儿园作为家庭和社区的连接体发挥着乡村社会改造和乡村全面振兴的功能,要提高农村幼儿园教育质量,就必须从自身优势出发探索既具有现代感又富有地区特色的农村教育。而在教育活动开展过程中,幼儿、家长、教师和社区紧密相关,影响农村教育质量。以某农村幼儿园家园社协同育人实践为抓手,通过对收集的家长和社区人员参与教育活动的相关记录进行分析,重点讨论家、园、社人员对农村幼儿园的积极影响,结合家园社协同育人实践,总结可有效促进家园社协同育人质量提升的优势,基于实践的效果,提出了一套协同策略和运行机制。

基于人本视角的园本教研转型研究

“以人为本”是学前教育现代化发展的追求。园本教研转型的核心在于从传统教研向“以人为本”的现代化教研转变。“以人为本”一方面指向“以幼儿为本”的园本教研活动内容的转型,即从研“教”为主到研“学”为主;另一方面指向“以教师为本”的园本教研活动过程的转型,即从关注教师的工具性价值转向主体性价值。这一双重转型旨在促进园本教研重点聚焦于幼儿的学习需求和教师的专业成长,推动学前教育朝着更高质量、更人性化的方向发展。

人口出生率下降对学前教育格局的影响

随着我国人口出生率不断下降,3~5岁学龄前儿童数量开始逐年减少,学前教育规模整体进入负增长阶段。城市学前教育处在不断增长阶段,农村学前教育已全面进入负增长阶段;公办园需求增长,民办园需求萎缩。学龄前儿童减少缓解学前教育资源配置不足的压力,师资需求呈下降趋势,城乡差距导致普惠性学前教育资源结构短缺,引发学前教育发展模式转变,对学前教育质量保障提出新要求。未来学前教育发展要合理布局配置幼儿园、合理配置师资、缩小城乡差距、改进监督与质量评估标准、拓宽服务对象。