How to write an opening report for a thesis in preschool education program

Pre-school education thesis proposal sample 1:

The current situation of rural pre-school education and countermeasures

I. The current situation of education in rural kindergartens in Minqin County

(a) Rural kindergartens are more lax in management

The author learned through the survey that many rural kindergartens are more lax in management. In particular, some of the kindergartens in the care, safety, logistics and other aspects of management is poor, some kindergartens can only be considered a place to concentrate the children to play, as for early childhood education, it is impossible to talk about.

(2) poor conditions

The author found through visits to rural kindergartens, teaching conditions are generally very poor, the classroom is relatively simple, the children's activities in the space is relatively small, many of the facilities are relatively obsolete, backward, and the size of the smaller, the teachers and students are relatively small. In many rural kindergartens, there are neither teaching aids nor playgrounds and equipment to open up the intelligence of young children. Such an environment for early childhood education is far from being able to meet the needs of the development of early childhood education.

(3) The professional level of kindergarten teachers needs to be improved

In recent years, the state has paid more attention to the cause of early childhood education, and many rural kindergartens are gradually being built and renovated, and the number of kindergarten teachers needed has also increased. In order to make up for the shortage in the number of early childhood teachers, a lot of newly recruited early childhood teachers, are graduated from the audio, physical, beauty and other colleges and universities, for early childhood education can be said to know nothing about early childhood education, it is simply not possible to carry out early childhood education. Furthermore, due to the continuous expansion of kindergartens in county cities, excellent kindergarten teachers in rural areas are transferred to county cities through examinations and other means, resulting in kindergarten teaching in rural areas being in a desperate situation. Although the state attaches more importance to early childhood education, there are still fewer opportunities for kindergarten teachers to participate in training and study away from home, and even if there are such opportunities, kindergarten teachers in county cities are given priority, and rural kindergarten teachers do not have the opportunity to participate in training.

(4) Students' school hours are not guaranteed

Because Minqin County is sparsely populated, villages are scattered, and there are generally only one or two kindergartens in a township, which creates a great deal of difficulty for young children going to school. After the survey found that the school bus transportation of young children to school as far as an hour, so it is difficult to ensure that young children in the school learning time.

Two strategies to improve rural preschool education

(A) Early childhood teachers should be scientifically evaluated

Scientific evaluation of teachers can promote the vigorous development of rural early childhood education, but also can realize the efficient classroom for young children. Early childhood teachers and young children are the same, praise for teachers is the affirmation of teachers' hard work and effort. Scientific evaluation of teachers, it is necessary to teachers' teaching design, work attitude, teacher ethics and other aspects of a comprehensive, scientific evaluation, and with the annual assessment as well as the corresponding salary and treatment linked to mobilize the enthusiasm of teachers to work.

(2) the relevant departments to increase the rural kindergarten capital investment

the relevant departments to increase the rural kindergarten construction funds, each township center kindergarten must meet the relevant national standards. Such as sites, houses, equipment, facilities and so on. One of the advantages of rural kindergartens is that the place is more spacious, if some of the kindergartens have the conditions, you can green the kindergarten, so that the kindergarten into a garden-style school, for young children to create a soothing, enjoyable playground, so that the kindergarten really become a young children's paradise, school garden, home.

(C)

Strengthening the construction of rural teachers

To change the status quo of teaching in rural kindergartens, the first thing to do is to start from the construction of teachers. First, improve the treatment of rural kindergarten teachers, enjoy the relevant national preferential policies. For example, give priority to rural teachers' titles and so on. The second is to strengthen the training of rural kindergarten teachers, for some teachers with excellent training results, material incentives, and link the training results with the teacher's title, so that more teachers actively participate in the training, to replenish their fresh blood.

Three, conclusion

In the rapid development of education today, rural early childhood education is particularly important. Although rural kindergartens in the road ahead is very bumpy, facing many difficulties, but I firmly believe that in the majority of early childhood teachers and parents *** with efforts, rural early childhood education will develop more and more good.

Author:Wang Hua Zhang Yanqin Unit:Minqin County, Gansu Province clip River Township Center Kindergarten

References:

[1]Chen Womei. The most important thing is to learn the knowledge of life[J]. Early Childhood Education,2003(10):4-5.

[2]Wang Hongxia. Problems and Countermeasures of the Current Township Center Kindergartens[J]. Education Guide (Early Childhood Education),2007(9):32-33.

Pre-school education dissertation opening report sample two:

"Exploration of Diversified Teaching Methods of Pre-school Education Vocal Classes"

Abstract: Vocal class is a compulsory course for students of intermediate and secondary pre-school education majors. Due to the influence of many factors, most of the music teachers in secondary schools still follow the simple traditional teaching mode, teaching methods, teaching concepts and art practice are seriously out of touch, and ignored the students' own characteristics, which largely restricts the development level of vocals education in secondary schools. In order to explore the teaching method of vocal music class for the current secondary preschool education majors, it is believed that a new teaching system should be constructed in the process of teaching, integrating diversified teaching means, stimulating the students' interest in vocal music, so as to improve the efficiency of teaching and promote the overall development of secondary school students.

Keywords: vocational students; diversified teaching; vocal music

At present, the teaching objectives of vocational music majors in vocational schools are vague, the teaching concept is old and the teaching method is single, and these drawbacks are becoming more and more obvious. Under the new situation, we urgently need to explore the teaching mode suitable for the development of preschool education students, to take practical and effective measures to reform, update the teaching concept, adjust the teaching plan program, open up diversified teaching paths, so that vocational students can learn to sing at the same time, but also to master the artistic skills, and cultivate workers to meet the professional requirements, to really achieve the purpose of the teaching service in the cultivation of talents, to meet the social needs. First, the analysis of the personality characteristics of secondary preschool education students

Most of the students in secondary preschool education between the ages of 15 and 18 years old, lively and active personality, curiosity and desire for knowledge is also relatively strong. However, most students come from various counties or rural areas, lack of professional learning experience, the comprehensive quality is inevitably uneven, and the students' own learning ability is also weak, psychological development is not mature enough, just by repeating the "teacher demonstration, the students follow the song" such a simple model, it is easy to let the students lose interest and motivation to learn, and even more so. It is impossible for students to grasp the key points and difficulties of learning. In view of the above situation, vocals teachers in secondary schools should find scientific and systematic teaching methods according to the actual characteristics of the target students, to enhance the vividness of classroom teaching and to improve the students' interest in learning.

Second, combine the actual situation of vocational students to build a diversified mode of teaching vocal music

1. Cultivate students' interest in vocal music study

Cultivating students' interest in vocal music study and improving their aesthetic appreciation ability has an important significance. The key lies in the teaching team, which can't just adopt the simplistic and solidified teaching mode of "teacher speaks, student listens", but should be guided by friendly and encouraging language, so that the students can ask more questions and think more, and develop their interest in learning vocal music unconsciously. (1) Need to seize the psychological characteristics of the students, progressive teaching. Vocational students learning initiative is not strong, strong dependence on the teacher, the beginning of the target should not be set too high, and then gradually deepen the difficulty of teaching, from shallow to deep, from simple and difficult counseling lessons. (2) good use of multimedia combined with teaching, students at this stage in the stage of vocal education, need to listen to more, see more, feel more, multimedia just has a set of visual, listening, singing in one of the advantages. Teachers should play more famous singer video to infect the students, so that students from the heart to produce *** Ming, so as to take the initiative to explore the essence of singing. (3) Teachers should not only be good at discovering the "beauty of music" in life, to share with students, but also have a "funny, witty, wonderful words" type of strong language skills. In the mutual learning, *** with the development of the interactive process, so that students continue to find the joy of learning to sing. This can effectively carry out teaching activities, more conducive to promote the enhancement of teaching efficiency.

2. Focus on theoretical knowledge

In the actual teaching process, vocal teachers often focus on the cultivation of singing skills, and will ignore the theoretical knowledge imparted. Vocal music is a kind of artistic behavior that expresses thoughts through singing, and singing without containing feelings and thoughts cannot be called art. For example, before receiving singing performance practice, students need to understand the structure and principles of the vocal organs in singing, to help students comprehensively understand the whole process of scientific vocalization, and to build up a basic understanding of vocal music learning. Then, with the help of multi-level and systematic theoretical knowledge such as creative background and emotional tone, combined with a variety of singing performance practice, students can form a complete system of vocal learning in their minds.

3. Enhance the utilization of teaching resources and take the form of a large class

The large class is mainly based on the theoretical knowledge of vocal music, vocal training skills and other basic content. Take vocal theory knowledge as an example, in the teaching process, systematically teaching basic theories, let the students understand the structure of the articulation organs, correct singing posture, breathing techniques and other aspects of the knowledge, to help the students to fully understand the basic conditions needed to sing, and to cultivate the basic professional ability. The advantage of applying the large class mode is that it can solve the students' **** problems in a collective time, effectively enhancing the utilization rate of teaching.

4. The teaching advantages of group lessons

Group lessons are a common teaching method in vocal music teaching, and the advantage lies in the ability to fully take into account the individual differences of students, including learning ability, level differences, etc., and give students targeted guidance. Usually, teachers take into account the foundation of vocal music, singing level, personal characteristics and other factors, to 3~5 people unit for grouping, not only to take care of the students' individuality, but also to take into account the group's **** sex, truly realize the teaching of the individual, the right medicine. In the group class teaching, students can observe and listen to each other, so that they can more clearly identify the correctness of the singing vocal state. For individual vocal problems, the teacher can be more targeted through the explanation and modeling, timely correction of students' singing problems, but also allows students to fully appreciate the teacher in the process of solving the singing problems of the methods and techniques used. Not only that, students can also exchange experiences and techniques to understand the other students in the group on the same piece of vocal works of different levels of comprehension and interpretation style, and make comparisons, deepen the understanding of the work, and more conducive to the students to complete the presentation of the work. For example, in the case of their complete mastery of the work, the teacher can enrich the teaching mode, organizing students to sing, sing together, chorus, duet singing and other practical activities, so that students feel the charm of different forms of singing art.

Three, vocal music teaching integration art practice activities

Vocal music is a blend of theoretical knowledge and practical performance of art forms, students only after a large number of practical performances to promote the use of theoretical knowledge of vocal music, and in the process of practice, constantly summarize, accumulate experience and loss, in order to form a more complete theoretical system to guide practice. Therefore, secondary vocals teaching must be combined with art practice in order to complete the teaching content, achieve the teaching purpose, and better cultivate students' professional skills. There are various ways of artistic practice, such as organizing regular student vocal music observation meetings and cultural performances, so that they can refine their psychological quality and overcome psychological barriers in practice. Intermediate music teachers need to continue to reform and innovate in the process of vocal teaching, actively explore, find more scientific and effective teaching mode and teaching methods, so as to improve the quality and level of vocal teaching, cultivate students' professional and vocational ability, cultivate a number of excellent preschool educators for the modern society, and promote the sustainable development of China's preschool education profession.

Author:Li Lidan Unit:Guangdong Province Industry and Trade Vocational and Technical School

References:

[1]Liu Cellophane. Exploration of Vocal Music Teaching in Middle Level Kindergarten Teachers [J]. Business, 2011(15).

[2]Yang Ligang. Vocal Music Teaching Method [M]. Shanghai Music Publishing House, 2007-08.

1. Basis of Selection and Research Overview

(I) Basis of Selection

The teaching of young children not only has certain requirements for the knowledge of the teaching content, but also has certain requirements for the entertainment and fun of the teaching process. In the process of teaching practice, we found that children's songs are more acceptable to children because of their simple structure and pleasant language. From the experience of previous research, children's song teaching can be divided into two forms: children's song learning and children's song creation. The learning of children's songs can exercise children's language ability; while the creation of children's songs is a comprehensive training for children's language understanding, language organization and other abilities. In addition, this form can increase children's interest in learning and sense of achievement, and provide the necessary guarantee for their subsequent learning. This paper mainly focuses on the significance of children's song creation and its specific teaching process to study the application of children's song creation teaching method in early childhood teaching. I hope that the research in this paper can provide a theoretical basis and practical guidance for subsequent study and work.

(II) Research Review

Children have their own learning psychological characteristics and learning characteristics, so early childhood teaching is very different from traditional teaching. In recent years, the literature on early childhood teaching is relatively large, mainly focusing on the study of early childhood teaching methods, children's song creation and teaching mode.

2. The basic content of the subject

The content studied in this paper mainly includes three aspects:

First, a theoretical analysis of the elementary school application of children's song creation. From a theoretical point of view to study the learning and psychological characteristics of young children, and to analyze the advantages of teaching children's song composition.

Secondly, the current practice of children's song composition teaching and the problems existing in the process of practice are analyzed.

Third, based on the existing problems of the subsequent application of children's song composition teaching method in early childhood teaching countermeasures research, and put forward in the specific implementation of the process of attention.

3. Focus, Difficulties and Innovations

The focus of this paper is on the systematization of the teaching method of children's song composition and the practical application of this method in the teaching of young children.

The difficulty of this paper lies in the fact that there are fewer related studies, and this teaching mode is still in the exploratory stage, and there is no perfect teaching system to follow.

The innovation of this paper is to put forward the innovative teaching method of children's songs and systematically study its application in the process of early childhood teaching. At the same time on its teaching settings and considerations for research, can directly guide the development of related teaching work.

4. Outline of the paper

The outline of this paper is as follows:

Abstract:

Keywords:

1.1 Background and Purpose of the Study

1.2 Content and Significance of the Study 1.3 Literature Review

2. Analysis of the Characteristics of Young Children's Teaching

2.1 Psychological Characterization of Young Children

2.2 Characterization of Young Children's Teaching and Learning

Third, the Role of Children's Song Creation in Young Children's Teaching and Learning

3.1 The Role of Children's Song Creation in Cultivating Young Children's Literacy

3.2 The Role of Children's Song Creation in Cultivating Young Children's Language Ability

3.3 The Role of Children's Song Creation in Developing Young Children's Creativity

Four. p>4. The Construction of Pedagogy of Children's Song Creation and Its Considerations

4.1 Teacher-Student Interaction Mode

4.2 Student-Student Interaction Mode

4.3 Parent-Student Interaction Mode

5. Summarization

References

5. Progress Arrangement (Including Literature Review, Program Design and Realization, Experimentation and calculation, thesis writing, etc.) and its feasibility analysis

6. References

[1] Lin Pretty Xia. Children's song writing training in early childhood literature course for preschool education majors[J]. Education Teaching Forum,2014,01:249-250.

[2]Yang Baofeng. New Exploration of Children's Song Composition[J]. Journal of Ethnic Teachers College of Qinghai Normal University,2012,02:78-79.

[3]Zheng Lili. Children's song creation based on children's song qualities[J]. Language Construction,2012,22:26-28.

[4]Zhou Sijian. Composing Songs in Children's Hearts--Talking about Children's Songs Composition with Students of Teacher Training Programs[J]. Journal of Chengdu University (Educational Science Edition),2007,08:17-21.

[5]Chen Xiaofang. Children's Songs:Seeds Sprinkled on Children's Hearts[J]. Ideas? Theory? Education,2005,10:62-63.

[6]Wang Wei. Research on practical strategies of children's song education in elementary school[D]. Northeast Normal University,2011.

Pre-school education professional dissertation opening report sample three:

"Reform of Art Teaching in Pre-school Education Majors in Higher Vocational Colleges and Universities 》

Abstract:Art teaching is an important part of the pre-school education majors in higher vocational colleges and universities, and it is an important guarantee that pre-school education majors can master the art skills. This paper combines the actual problems in art teaching with in-depth analysis, and at the same time puts forward its own viewpoints for solving these problems, aiming at exploring the reform ideas of art teaching in preschool education majors in higher vocational colleges and universities, and contributing to the cultivation of high-quality kindergarten teachers' talent team.

Keywords: higher vocational colleges and universities; preschool education majors; art; teaching reform

Preschool education is an integral part of education, is the stage of enlightenment education in everyone's life, and is also a comprehensive and very strong discipline. In recent years, with the society's high concern for preschool education, training teachers with high quality early childhood education has become one of the primary tasks of higher vocational colleges and universities [1], and also put forward higher requirements for the teaching quality of preschool education majors [2]. Art teaching is an important part of higher vocational preschool education majors. As an art teacher of preschool education majors in higher vocational colleges and universities, in the face of the increased employment requirements of early childhood education majors under the new situation, how to effectively improve the quality of art teaching as well as to enhance the art skills of preschool education majors should be a problem that preschool education majors' art teachers constantly think about and summarize. Therefore, I am engaged in higher vocational pre-school education art teaching, based on the teaching of the problems in the shallow analysis, but also on the teaching reform to put forward a few points of understanding.

The status quo of art teaching in preschool education in higher vocational colleges and universities

(I) Traditional teaching mode

Higher vocational education has always been aimed at cultivating skillful, applied and service-oriented talents, and the teaching of art courses in preschool education in higher vocational colleges and universities emphasizes on the cultivation of art painting, handcrafting and other skills, and it has always been the dominant idea of art teaching in preschool education. The idea. However, in daily teaching, traditional and backward methods such as single-type indoctrination and single explanation by teachers are still widely used, which greatly affects the interest of art courses and reduces students' learning initiative. How to change this kind of teacher one-way transmission of knowledge and skills of teaching methods to more appreciation and observation, more interactive thinking teaching mode, has become an urgent need to reform the outstanding issues.

(2) The teaching curriculum is unreasonable and the teaching materials are not perfect

The reasonable setting of the teaching curriculum is the most direct way to ensure the smooth implementation of the teaching content and students' acceptance of knowledge and mastery of skills. Many higher vocational colleges and universities do not pay enough attention to the teaching of art for preschool education majors, and the art courses offered are limited in hours, which simply cannot ensure that students can better master art skills in a sufficient amount of time, and the quality of learning cannot be improved. There are also a lot of irrationality in the curriculum, mainly in: (1) the overall number of art courses is small, the theory and practice classes can not be arranged in a coordinated manner, and there is often the phenomenon of emphasizing one aspect and neglecting the other; (2) compared with the music courses of preschool education majors, the number of elective courses in the art class is too small and not refined enough, and some vocational colleges and universities even only open the handicraft class separately, and the sketching, watercolor, sketch painting, line drawing and so on are not subdivided. In addition, the art education teaching system of preschool education majors in China's higher vocational colleges and universities is not systematic [3], which leads to the incompleteness of the teaching materials used in art teaching, and the systematicity and operability of the teaching materials are not enough. Many art teaching materials for preschool education majors in higher vocational colleges and universities are either too specialized in art knowledge and skills requirements, which makes it difficult to cultivate students' aesthetic awareness, or the content of the teaching materials is out of touch with the actual teaching and employment needs, which affects the teaching effect.

(C) Single use of teaching resources

The art course for preschool education majors in higher vocational colleges and universities mainly consists of two parts: painting and handicraft, which are independent of each other but closely related. In the traditional teaching mode, the use of teaching resources is only limited to the field of art, a single perspective from the point of view of art, can not stimulate students' imagination and creativity.

(4) Students' weak foundation and poor mastery of art skills

Students in higher vocational colleges and universities have low entry scores, poor cultural foundation and weak learning ability, and most of them do not have a foundation in art before entering school, and have almost no knowledge of art specialties. Coupled with the short learning time after enrollment, it is difficult for students to understand and digest the art knowledge taught by teachers, thus restricting students' mastery of art skills.

The reform of art teaching in higher vocational colleges and universities

(I) Integrate teaching resources and optimize curriculum

The curriculum of higher vocational colleges and universities for art courses of their preschool education majors are different, basically arranging the hours and teaching time around their own actual situation. Theory combined with practice of the curriculum model is also recognized by most of the higher vocational colleges and universities [4], and also put into action. In the author's opinion, the art course of preschool education should be set up closely around the combination of theory and practice, and the same course, its theory class and practice class should be put in the same semester or the same period of time. For example, in the case of the sketchbook drawing course, the theoretical knowledge of the sketchbook drawing course can be integrated with the practical content of the penetration of the theory of the lecture immediately into the practice of drawing, which will help students to progress step by step, consolidate the foundation of art drawing. In addition, for the more difficult course content should also be combined with the actual situation of students and employment needs to arrange class time. In the use of teaching resources, art teaching can completely interact with other subjects. For example, in the teaching of the creation of sketch painting can be combined with music and storytelling to inspire students' imagination; in the teaching of handicrafts can also be combined with the thinking of architecture and theater to cultivate students' creativity. Students think hard, their art expression will be enhanced, learning will be more active, works will be more rich and marvelous, the teaching effect will be twice the result with half the effort.

(2) improve teaching methods, enrich the content of the lesson

Materialism that the world is in constant change in the development of the world, things that remain unchanged sooner or later will be eliminated. Education and teaching should also have the idea of "thinking of change" [5]. As an art teacher of preschool education in higher vocational colleges and universities, we need to pay attention to the development of art at home and abroad, as well as the new methods used in art teaching, new means, new content, fully understand the needs of the domestic early childhood education institutions, combined with their own teaching content to do the rationalization of the adjustment [6]. In the process of teaching, the art theory taught can be linked with the reality of life around them, so that students understand that art is not only a necessity in early childhood education, but also closely related to our production, so as to open up the students' horizons and inspire their inspiration. In addition to the use of PPT, multimedia technology and other means in the teaching method, we can also refer to the method of teaching in the mock court in the law teaching, so as to workplace the art teaching of preschool education majors, and simulate the scene of teaching young children's art, so as to let the students understand the workplace. Art competitions can also be held regularly, allowing students to create their own ideas, either individually or in teams, so that students can learn knowledge and practice skills in a happy way. At the same time, the assessment method can also be diversified, such as allowing students to evaluate their own and others' works, put forward their own views and insights, which not only helps to cultivate the students' ability to express themselves, but also allows students to learn to appreciate and appreciate, which is conducive to the enhancement of the comprehensive ability of art.

(C) Combining the actual students to realize the teaching of different materials

The students of higher vocational colleges and universities not only have a generally low foundation when they enter the school, but also have a high and low starting point inconsistent with the obvious differences between the students. Some students can quickly understand and master knowledge, while some students are relatively slow; some students in the school before contact with the art, there is a little foundation, while some students need to be taught from a zero base. This makes it necessary to focus on the teaching of the zero-basic students to teach the basics, but also have a foundation of students in the ability to improve, thus bringing difficulties to the teaching work. In the author's opinion, in the actual teaching, according to the actual situation of the students, can reasonably realize the tailor-made teaching. The students of the collective teaching at the same time, you can individual students with a good foundation to develop their abilities, so that there is a foundation to help the zero-basic, try to narrow the gap between the students.

Three concluding remarks

China's educator Tao Xingzhi said: education is the foundation of the country, the foundation of a strong country. Science and education in order to develop the country, and the reform of education and teaching is more related to the country's situation and people's livelihood. Art teaching is an indispensable part of higher vocational colleges and universities specializing in preschool education, and the training of high-quality kindergarten teachers is also a real "people's livelihood project". The social demand for kindergarten teachers with art skills is not only the driving force for higher vocational colleges to cultivate students' art skills, but also one of the tasks of "people's livelihood". This requires us to cultivate high-quality kindergarten teachers as the goal, in the art of teaching continuous reform, seeking new, so as to inject more fresh blood for the cause of early childhood education.

Author:XXX

Unit:xx Foreign Language Vocational College

References:

[1]Liu Lanming. Research on the Characteristics of Higher Vocational and Technical Education [M]. Huazhong University of Science and Technology Press,2003,05:94-98.

[2]Wang Tong. Reflections on the reform of art teaching in higher vocational preschool education[J]. Vocational Education,2015,03:92-93.

[3]Li Xiaobo. Exploration of Art Teaching in Higher Vocational College Preschool Education[J]. Art Dazhan,2012,02:156-157.

[4]Shen Wen. Practice and thinking of art teaching in higher vocational preschool education[J]. Beauty and Times,2009,10:72-74.

[5]Liu Yan. Exploratory Research on Art Teaching in Preschool Education[J]. Everyone,2012,20:89+91.

[6]Luo Jun,Fan Guangya. How middle school teachers should look at art education. Art Education,2011,09:50-51+73.