What are the goals of kindergarten education in China?

The general objectives of kindergarten include educational objectives and management objectives, which organically constitute the "goal management" system.

Educational goals, that is, training goals. In the kindergarten, the leading role is not the premises and facilities and other material conditions, but to cultivate young children into what kind of person. Clear educational goals, reflecting the direction of the school, the kindergarten all educational activities and constraints on all management activities. Therefore, the establishment and implementation of scientific educational objectives, is the first task of management.

One, the establishment of kindergarten education objectives based on

1. Based on the objective requirements of social development

First of all, early childhood education has social attributes. Education is a unique social activity of mankind, its function is to spread the knowledge, experience, skills, ways of thinking, spiritual civilization, good quality, national traditions, etc., accumulated in human history, planned, organized and purposeful dissemination to the next generation, and cultivate people to serve the community. This unique human social activity affects millions of families and is related to the growth of future generations and the prosperity of the nation.

Secondly, education is subject to the nature of society. Different societies, different classes or social groups always prescribe the direction of training the new generation according to their own interests and needs. Socialist early childhood education should lay a good foundation for young children to enter elementary school, lay a good foundation for the creation of a new generation, and train the builders and successors of the socialist cause.

Thirdly, the educational task must be adapted to the needs of social development. A country at different stages of development, the quality of the new generation should have different requirements. China in the early 1950s, the kindergarten is required to complete the raising of young children, for the production and construction services (including the liberation of women's labor force) two major tasks. 1970s, the early 1980s, China entered the "four modernizations" construction of a new stage, the climax of the new technological revolution sweeping the globe has also come, so that "More talents, quicker talents and better talents" became the urgent demand of social development, which made the traditional concept of education and quality of talents, which only focused on imparting knowledge, face the serious challenge of the times. Comrade Deng Xiaoping put forward the policy of "education should be three-faceted", which injected new connotation and vitality into the education reform and training objectives. The state then clearly stipulated that a new generation with "four qualities", "three loves" and "two spirits" should be cultivated. With the deepening of the reform of early childhood education, since the 1980s, it has been emphasized that in the process of enriching the knowledge and experience of young children, attention should be paid to developing their intelligence and talents, cultivating their good personalities, and developing their social qualities and adaptive abilities, and so on. Today, at the turn of the century, it is required to further deepen educational reform, comprehensively promote quality education, use modern educational technology, develop innovative education, emphasize the cultivation of the spirit of innovation and practical ability and other new directions. These evolving new requirements, are to meet the needs of social development and put forward.

2. Based on the law of physical and mental development of young children and their needs

The comprehensive promotion of early childhood quality and harmonious development is the central task of early childhood education. Development includes both physical and psychological aspects. The former refers to the normal development of the body and the enhancement of physical fitness; the latter refers to the acquisition of knowledge and skills, the enrichment of life experience, the development of intellectual ability, the cultivation of the quality of thought, as well as emotions, interests, hobbies, aspirations and character development. Since the "body" and "mind" of young children are an organic and unified whole system, it is necessary to ensure the synchronized, coordinated and harmonious development of the two, that is, what is often referred to as the "all-round development of the body, intellect, morality and aesthetics". That is to say, it is often said that "physical, intellectual, moral and aesthetic comprehensive development". The physical and mental development of young children is regular, with both continuity and stage. The essence of development is the continuous development of their individual potential, that is, manifested in all aspects of the "existing development zone" to the "nearest development zone" continuous development process. If we put forward too high, too difficult or too low, too easy educational requirements for young children, they are contrary to the laws of physical and mental development of young children, and will not achieve the purpose of developing their potential. Therefore, the formulation of educational objectives must be based on the objective laws and requirements of the physical and mental development of young children.

3. According to the nature of early childhood education enlightenment

Early childhood education is enlightenment education. This is because young children's understanding of the objective world is still in a hazy stage, can not be divided into categories to receive systematic scientific knowledge. Therefore, the task of early childhood education is to lay a good foundation for entering elementary school, laying a good foundation for creating a new generation. The characteristics of this initiation are: first, the content of young children's understanding should be common in the living environment around young children, representative, concrete image, easy to understand natural and social knowledge, the initial cultivation of young children's concepts of quantity, time and space, and the development of language expression and aesthetic ability. For example: let children know the concrete things in the objective world, recognize the shape, structure, color, smell, size, length, thickness and other external characteristics of objects and their quantitative and spatial and temporal relationships. Know the names of things, their uses, and their relationships with people. Learn to sort, compare similarities and differences and classify, understand the interconnection between things or natural phenomena, cause and effect relationship, etc., but did not require young children to master the abstract theory. Secondly, although the cognitive requirements for young children are rough and simple, they must be scientific, materialistic and dialectical. Thirdly, the way of early childhood education should be image, concrete, intuitive, vivid and lively, and requires a reasonable combination of various forms, means and methods, and comprehensive application, creating a three-dimensional, open educational environment. Fourthly, it is emphasized that early childhood education does not take the amount of knowledge imparted as its main goal, but focuses on developing the quality of young children, developing their intelligence and creative talents, cultivating good personality qualities, and improving their ability to adapt to the social environment. In short, grasp the nature of early childhood education is strictly differentiated from primary education, to prevent the tendency of elementary school or adult-oriented, so that the educational objectives of early childhood education is indeed established on the basis of the laws of work.

Only by grasping the basis of the above three aspects can we establish a scientific educational objectives.

The second kindergarten education goal structure system

The expected education goal is realized through the goal structure and its whole, divided and combined operation process. Structure is the guarantee of function. China's kindergarten education goal structure, in the national early childhood education under the macro-guidance of the overall goal, including the educational field and textbook classification goals, the physical and mental quality of young children's development goals, goals of the school segments, the theme of the unit education goals and a specific educational activities and other objectives. This is through the "synthesis - analysis - synthesis" thinking process and the formation of vertical and horizontal cross, organic combination of the goal system.

1. General goals of early childhood education

In 1996, the State Education Commission issued the "kindergarten work regulations", Article 3 clearly stipulates: "The task of the kindergarten is: the implementation of the principle of combining child care and education, the implementation of the physical, intellectual, moral and aesthetic education for young children to the full development of their physical, intellectual, moral, and aesthetic aspects of education, and to promote their physical and mental development. "

Article 5 also specifies the main goals of kindergarten care and education:

"To promote the normal development of children's bodies and the coordinated development of their functions, to strengthen their physical fitness, and to cultivate good habits of life, hygiene and interest in participating in physical activities.

Developing the intelligence of young children, cultivating the correct use of the senses and the basic ability to use language to communicate, enhancing the understanding of the environment, cultivating useful interests and the desire to learn, and developing initial hands-on skills.

To develop children's feelings of love of home, love of the motherland, love of the collective, love of labor, love of science, and to cultivate honesty, self-confidence, inquisitiveness, friendship, bravery, love of public property, overcoming difficulties, courtesy, discipline, and other good moral behaviors and habits, as well as a lively and cheerful character.

Cultivate young children's initial interest and ability to feel and express beauty."

It should be noted that the "main objectives" set out here are presented in four main lines, but this does not mean that the development of young children is limited to these elements. For example, the development of young children with others friendly social skills, self-discipline, the development of creative thinking and innovative spirit, the emergence of environmental awareness, the development of adaptability to the environment, and so on, are all part of the quality of development of young children, but also the needs of modern society. This spirit, the State Education Commission, Department of Basic Education in the "kindergarten work regulations", "kindergarten management regulations" "explaining the outline" has been explained.

2. Classification of goals in educational fields

The first step in implementing educational activities is to determine the content of education. And the content of education due to the different characteristics of each educational field determines the classification. Classification of educational fields, at present there are two kinds of classification: one is divided into five major fields, namely, health education, science education, social education, language education, art education, etc.; the second is divided into seven major fields, namely, including health education, mathematics education, science education, social education, language education, music education, art education, etc.. The two classifications, each of which has a certain rationale, may be tested in practice first and need not be applied across the board.

In the major fields of education, but also includes different content categories. For example, the health field is divided into health care, physical activity, mental health; the field of mathematics is divided into the concept of number, addition and subtraction operations within 10, the perception of quantity and geometric shapes, the awareness of space-time relations, and the perception of the set (object categorization); the field of science is divided into life sciences, environmental protection science, scientific and technological products, scientific phenomena; the social field is divided into the social consciousness, social environment, interpersonal relationships. Social behavior. Social culture; music field is divided into singing, rhythm, music appreciation, instrumental music performance; art field is divided into painting, handicraft, work appreciation.

In accordance with the above fields and categories, the classification of teaching content and requirements are determined separately. This is traditionally referred to as the "syllabus".

3. Early childhood physical and mental development goals

According to the content and requirements of education, the implementation of comprehensive development of education, the physical and mental qualities of young children in what aspects of the development of the actual level of the pursuit of this ultimate goal (or specifications) is the goal of early childhood development. Because the content of education only through the practice of education and transformed into the actual level of physical and mental quality of young children, can be considered the real quality of education.

The developmental areas of young children's physical and mental qualities should include physical development and fitness. Knowledge and experience, movement and skills, intelligence and talent, personality and social qualities and other five areas. Specify the developmental specifications of young children in these five areas. Only when the desired outcome or state is achieved is the goal of early childhood quality development realized.

4. The goals of the school period

Because of the educational activities and early childhood development have both continuity and stage, is a gradual. Spiral process, but also the quality of young children from the "existing development zone" to the "nearest development zone" process of continuous progress. Therefore, it is necessary to formulate different objectives for different school segments. The objectives of the school period include the objectives of the school year and the objectives of the semester for each age class, that is, they comprehensively stipulate the teaching content, teaching requirements, main educational activities and the expected purpose of children's development of each school period. The form can be in the form of articles or tables, or a combination of the two.

5. unit theme education goal

Unit theme education goal that is the content of the educational areas specified in the school period, according to the scientific knowledge as the leading thing to the development of the law and the logic of young children's thinking as the order to determine a combination of the theme of the arrangement of the completion of the step-by-step. Organic combination of the series of unit thematic educational activities, and accordingly one by one to develop thematic educational objectives. Because the educational content is closely around the theme of the combination, therefore, the theme of the educational objectives have a clear comprehensive and organic, rather than the requirements of the various fields of division and juxtaposition. That is to say, the knowledge, experience, skills, methods, intellect, talents and personality, social qualities, etc. that young children acquire. Talent and personality, social qualities and other requirements, are reflected in the theme of education objectives. Objectives should be focused, brief, understandable, precise, targeted, relevant, comprehensive and organic. Theme objectives should also include: teaching young children some basic learning methods, such as guiding young children to experience learning, operational learning, exploratory learning, discovery learning, etc., that is, to change the young children passive learning for active, creative learning, so that they really become the main body of learning.

6. Educational activity goals

Early childhood education tasks and training goals are to be realized through a specific educational activities. Each theme of education may include a number of specific educational activities (how many is determined by the teacher's planning), which may be comprehensive or focus on the content of a particular educational area. Regardless of the combination, the objectives of the specific activities should fulfill the objectives of the school period and the theme, and closely address the actual level of the children's physical and mental development and new needs, and grasp the development of their potential within the "zone of nearest development". The objectives of educational activities should be more focused, child-oriented, interesting, active and operable than the objectives of thematic education.

The above six goals organically constitute the structure of the educational goal system. The general goal of early childhood education dominates the other goals, the other goals are implemented vertically or horizontally, respectively, around the general goal of the operation, to give full play to the role of the "satellite".

Three, kindergarten education goals of the substance of the requirements

The content of the above educational goals, is the basic specification of the quality of early childhood education, is the guide to the educational practice of each early childhood teachers, but also kindergarten management must be followed in the direction of and requirements. Therefore, a deep understanding of the spirit of the objectives is the key to the planned and systematic implementation of education. The substantive requirements of kindergarten education goals are summarized in four points.

1. Require kindergartens to implement the party's education policy without exception

Central Committee, the State Council issued in 1993, "China's education reform and development program", article 27, pointed out that: "education reform and development of the fundamental purpose is to improve the quality of the nation, and more talented people, out of the talented people". Educational institutions at all levels and of all types are required to "conscientiously implement the policy that education must be in the service of socialist modernization, that it must be integrated with production and labour, and that it must train builders and successors with all-round development in morals, intellect and physique". The tasks and guidelines set forth in the document are those that must be followed by educational institutions of all levels and types (including kindergartens) throughout the country. Article 2 of the Regulations for Doing Work in Kindergartens specifies that "Kindergarten is an institution that implements care and education for preschool children above the age of three, an integral part of basic education, and the basic stage of the school education system." It shows that early childhood education is a sub-system within the larger system of education in China, the foundation of basic education, and the first process of cultivating talents. As such, early childhood education must carry out the Party's educational policy without exception. As a matter of fact, the above educational objectives of kindergarten are the direction and purpose of education based on the educational policy, which is the materialization of the educational policy in kindergarten.

2. Requirement of kindergartens to fully implement quality education

Society requires the cultivation of human qualities of comprehensive development. Comprehensive development of individual quality is to improve the quality of the nation's cells and cornerstones; the creation of various types of specialists must be based on the development of quality. Therefore, the fundamental task of basic education is to comprehensively implement quality education, cultivate comprehensive development of socialist builders and successors.

The goal of kindergarten education is to promote the quality of young children comprehensive and harmonious development of the goal. "Comprehensive", refers to the physical, intellectual, moral and aesthetic development of the totality of the lack of one; "harmonious", refers to the physical, intellectual, moral and aesthetic organic, inseparable. This means that in the educational process of implementing the goals of early childhood education, the "four educations" are an organic combination of interconnectedness, mutual constraints, mutual promotion and mutual integration. From the psychological development of young children alone, for example, emphasizing the knowledge, emotion, intention, behavior and personality, ability to cultivate, but also an organic combination of elements; only the quality of cultivation in the physical, intellectual, moral and beauty of the comprehensive education process, in order to enable young children to obtain fruitful and harmonious development. In short, "comprehensive and harmonious development" is the core requirements of kindergarten education goals, both as a starting point, but also the destination.

3. Requirements "for all children" and "tailor-made" unification of educational objectives for kindergartens, the implementation of educational activities is the goal of the work; for young children, is the growth process of the development goals. "For all children" is the foothold of the implementation of educational objectives, but also the fine tradition of China's early childhood education. Some teachers put it in opposition to emphasizing "teaching according to ability", which is one-sided. In fact, this is a problem of two aspects: "for all" is to emphasize the *** sexual requirements, so that every child to develop; "teaching according to ability" is to emphasize the focus on personality characteristics, so that each individual in their different levels of development. Because each child is an independent individual, its physical and mental development due to the nature of the matrix, the original foundation, the development of different speed, there are inevitably differences, showing the characteristics of individual development; the collective of each child is constantly developing, **** and personality is always in the unity of opposites. Therefore, teachers are required in the implementation of educational activities, not only "for all children", but also "teaching according to ability", focusing on each child's "personality development". Only for the whole, can ensure the development of each child; only according to the teaching, can promote the development of the personality of young children. Only by unifying the two can we cultivate a diversity of talents and adapt to the different needs of society.

4. Emphasize the development of young children in the "combination of education"

"Combination of education" in the kindergarten is a kind of educational thinking, but also an educational principle. This is determined by the unity of the physical and mental development of young children, but also the law of early childhood education work required. In practice, "teaching" should be "preservation", "preservation" should be "teaching", and the two should be carried out side by side and organically combined. The two should be combined organically and permeate the day-to-day life of young children and all educational activities, and be unified in the comprehensive development of young children. Safeguard the combination of China's early childhood education in the liberated areas of the historical experience of the summary, after the founding of the country has been carried forward, and in 1989 was written into the "two laws and regulations". The Regulations on the Administration of Kindergartens clearly stipulate: "Kindergartens shall carry out the principle of combining care and education." The educational goals and objectives set forth in the Regulations on the Work of Kindergartens are specifically stated as a unity of conservation and education. So the combination of conservation and education of educational thinking, must be permeated in the implementation of educational objectives, through all the management process.