The difference between kindergarten language games and language group teaching activities

I. Advantages and disadvantages of collective teaching and the problems of collective teaching in kindergarten in China The so-called kindergarten "collective teaching activities" here is as a kind of activities that form a part of kindergarten life in conjunction with "one-day life activities" and "activity area activities". The so-called kindergarten "collective teaching activity" is a kind of activity that is compatible with "day life activities" and "activity area activities" and constitutes kindergarten life. Specifically, it refers to the educational activities organized by the teacher in a purposeful and planned way for all children in the class to participate in. Including the teacher's pre-formed and generated educational activities, a separate "class" and a series of activities around a theme, the whole class together and in small groups at the same time educational activities. (A) the advantages and disadvantages of collective teaching 1, generally speaking, because the collective teaching is a purposeful, planned organization of teachers, all children in the class to participate in a kind of educational activities, therefore, from the theoretical point of view, it can have the following superiority. 1, high efficiency, economy, fairness, 2, to young children's learning and development of the leading strong 3, systematic 4, the formation of the study of the **** the same body, to cultivate a sense of collectivity, however, the above advantages of collective teaching is only a theory. superiority of teaching is only a theoretical possibility, not a necessity. The realization of these superiorities requires certain preconditions. （Problems of collective teaching in kindergartens in China 1. The function of collective teaching is not accurately positioned, and its relationship and connection with daily life and games are not clear. September school season, teachers are you ready? Kindergarten Teaching Starting School Preparation Elementary Teacher Lesson Plans Elementary Teacher Work Plan ... Middle School Teachers' Lesson Plans Middle School Teachers' Work Plan... 2、The educational objectives of each field are poorly positioned and the core values are difficult to reflect. 3, young children in various areas of development of age characteristics, learning characteristics and the actual development level to grasp, teaching objectives or high or low, relatively vague, and heavy knowledge and skills class objectives, light emotional attitude class objectives. 4, the "gold content" of the teaching content is not big, the degree of difficulty is not appropriate; "gold" content of the educational value of the larger content is often not fully explored. 5, the teaching process lacks effective teacher-student interaction, "inspiration and guidance" is insufficient, "indoctrination and control" is more than, young children are in a passive learning state. 6, a single teaching method, and young children's learning characteristics do not match, or although the pattern of renovation, but not real, can not effectively promote learning, and so on. Second, improve the quality of collective teaching a prerequisite: accurate positioning Compared with daily life, games, kindergarten collective teaching as a result of teachers have a purpose, organized and planned educational activities, therefore, the learning and development of young children should have a more positive role in promoting and guiding, focusing on the embodiment of the "education should be in front of the development of the development of the development of a leading role in development! "This is the basic idea of collective teaching in kindergarten. This is the basic orientation of collective teaching in kindergarten. Pre-school children's knowledge and experience can be divided into two categories: the first category is relatively simple knowledge and skills, children in the daily interaction with adults, in life, games, visits, labor can be naturally acquired; the second category of knowledge and skills is more complex, this kind of knowledge, although in the young children's knowledge in the total amount of a very small portion, but has a significant impact on the development of their development, and only through the organization of a special teaching can be mastered. can be mastered only through specially organized instruction. Although the theory of systematic teaching of preschool knowledge explains more about teaching in the cognitive domain, it still has some inspiration for us to think about the positioning and realization of collective teaching in kindergarten, and to deal with the relationship between collective teaching and daily life and play. (1) Distinguish between "two types of experiences" and clarify which learning experiences can be acquired spontaneously through daily life and play, and which need to be acquired through collective teaching. (2) To place collective teaching in the experience system composed of kindergarten's day-to-day life, games, etc., and to give full consideration to the relationship and connection with children's spontaneous experience. (3) Make it clear that the task of collective teaching focuses on helping to organize and expand the experience gained by children's spontaneous learning, to systematize it, and to reach a new level of understanding. (4) Select teaching content, highlight core concepts or issues, and give play to the "eye-catching" role of collective teaching (if the role of daily life and play in children's learning and development is likened to the drawing of a dragon). Teachers can first ask themselves: Can this content be learned in daily life or play? If so, there is no need to use it for group instruction. If the content can be learned in daily life or play, but there is some unique value that cannot be realized, then it can be taught in a group, but the unique value must be explored in the teaching design. In short, the key to improve the quality of kindergarten collective teaching lies in the first place in the accurate positioning, and the accurate positioning is both a cognitive problem and a practical problem. Only by correctly viewing and dealing with the difference and connection between collective teaching and kindergarten day life, games, can we avoid collective teaching out of or simply repeat the spontaneous learning experience of young children, or detached from their experience, resulting in the lack of understanding of the basis of the surface of the passive learning of rote learning, and truly play a leading role in promoting the learning and development of young children. Third, the use of the Guide in collective teaching (a) The Guide to kindergarten collective teaching may provide help 1, can help teachers understand the core values of each field of education The Guide is in accordance with the five areas of health, language, social, science and art to express the goals of learning and development of young children and educational recommendations. At the beginning of each area, the basic value of the area for children's learning and development, the main points of education and special considerations are briefly explained in general terms. At the same time, the subareas included in each area and their basic goals represent the most basic content of children's learning and development in the area, which provides important support for teachers in understanding and grasping the core values of each learning area. (ii) Misunderstandings to be avoided when using the Guidelines in collective teaching As mentioned above, the relatively specific and operational features of the Guidelines can be of direct help in solving many problems in early childhood education, including collective teaching in kindergartens, but they are also prone to cause some misunderstandings in implementation, so the Guidelines should be used appropriately to avoid the following misunderstandings when designing and organizing collective teaching. Misconceptions that are particularly prone to occur. Mechanically designing collective teaching activities for each goal and its performance 2. Stereotypically searching for "content" from the goals and their performance 3. Simply dividing collective teaching into different areas 4. Mechanically and superficially organizing comprehensive activities In short, in order to use the Guidelines as a catalyst to improve the appropriateness and effectiveness of collective education, we must first familiarize ourselves with them and truly understand the various areas of the Guidelines. In short, in order to use the Guidelines as a driving force to improve the appropriateness and effectiveness of collective education, we must first familiarize ourselves with the Guidelines, truly understand the core values of the various areas of the Guidelines, the basic goals and the characteristics of learning and development of young children reflected therein, and grasp the main points of guidance. At the same time, it is necessary to combine the Outline and the Guide, to take the spirit of the Outline as a guide, and with the help of the Guide, to scientifically design, organize and reflect on collective education activities.