1. Which kindergartens have the characteristics of American curriculum?
In the United States, children need to cultivate exploration and social
1. Which kindergartens have the characteristics of American curriculum?
In the United States, children need to cultivate exploration and social skills in kindergartens, which are integrated into the curriculum. Kindergartens in China often pay more attention to what to teach.
2. the difference between prek and k stages in American kindergarten textbooks
1, different topics
Pre-k: 26 letters, numbers 0-20, color, weather, body, shape, musical instrument, rules, locative prepositions, animals, foreign festivals.
K: Pronunciation of 26 letters in Chinese learning, numbers (0- 1000, parity), science, animals.
2. The duration of the course is different.
Pre-K courses are longer than K courses.
3. Different functions
Pre-K stage: mainly to lay the foundation and pave the way for further study.
K stage: expand learning, think deeply and increase understanding ability.
(2) American kindergarten curriculum reform expanded reading.
"K" is the abbreviation of kindergarten. Based on American teaching objectives, Reith's kindergarten curriculum includes Pre-K, K and Pre-RISE.
I. Pre-K stage 1 stage
1, this stage is the beginning of children's correct learning. By learning all kinds of subject knowledge, children begin to form basic knowledge concepts in their minds, develop subject English thinking, and acquire the ability of speech and demonstration, teamwork and project management.
Everyone knows that English is a phonetic symbol, and 90% of the words conform to the spelling rules. By learning spelling (natural spelling) and words (high-frequency words), children can internalize the rules of spelling into a habit, so that children can see and understand words and get rid of the pain of remembering words.
3. Combined with reading skills, children can read without barriers and become primary readers.
Children realize that numbers are everywhere in life. In science class, children learn common sense and skills in daily life by perceiving basic natural phenomena.
5. While developing subject thinking, children's ability has also been improved, and they can initially perceive the concepts of small projects and small teams. In the process of cooperating with everyone, I have a certain understanding of my tasks in the team, learned to respect and help other children, and completed the tasks together.
Second, the "American Kindergarten Textbooks" series of textbooks
This set of textbooks teaches children to learn knowledge in English.
The book presents the original teaching content of American kindergartens, which allows children to learn Chinese, mathematics, science, nature and other colorful courses in a pure English environment, and changes the traditional English learning mode that only uses English as a language.
It is characterized by multidisciplinary synthesis and sub-topic teaching, and the combination of games and activities. The content of the textbook gradually transits from the Prek stage to the k stage, so that children can go from simple cognition to in-depth exploration, from shallow to deep, step by step.
There are four volumes in each stage, and the topics are rich and varied, from basic language, mathematics and geography to science, art and self-cognition, so that children can be exposed to complete multidisciplinary integration teaching from an early age.
3. What is the development trend of kindergarten education curriculum abroad? Please explain your reasons.
The development trend of foreign kindergarten education curriculum is different memory core.
4. The differences between prek and k stages in American kindergarten textbooks.
"K" is the abbreviation of kindergarten, and its kindergarten curriculum includes preschool, preschool and promotion.
5. How do American kindergartens carry out STEM education?
Just as the STEM cartoon "Sid the Science Kid" was introduced from the United States, the pre-school STEM education curriculum in domestic kindergartens can also refer to the years of practice of American counterparts, so let's take a look at how American kindergartens carry out STEM education.
Finally, it should be emphasized that STEM education is not only in classrooms with neat tables and chairs, but also in workshops filled with common items such as popsicles, such as various building blocks, boards, files, brushes, kitchens, greenhouses, outdoors and so on. STEM education is not to throw children into school and let them let themselves go completely, but to let children explore, think, find and solve their own life experiences at home and at every moment of their lives.
6. What are the curriculum models of preschool education in the United States?
From October 5th to October 5th, 2000 1 15, members of the Shanghai Preschool Education Delegation to the United States 10/5 attended the American Preschool Education Seminar held in Atlanta at the invitation of the Hong Kong Branch of the World Preschool Education Association, and conducted a 6544-day visit to six cities including Washington, new york, Atlanta, Los Angeles and Orlando. The delegation was headed by Xia Xiurong, deputy director of the Municipal Education Commission, and Director Weng. Members include leaders of the Municipal Education Commission, professors of China Normal University, pre-school education cadres of districts and counties, kindergarten directors and teachers, and teaching and research staff of the Municipal Teaching and Research Office.
During its stay in the United States, the delegation attended the annual seminar on early childhood education in the United States held in Atlanta, Georgia. The participants included preschool educators from all over the world. /kloc-more than 0/000 lectures and/kloc-more than 0/000 exhibition rooms, showing the development trend of early childhood education, the latest theoretical development trends, teaching materials and toy teaching technology. At the seminar, Director Xia Xiurong gave a report on the development of preschool education in Shanghai, Professor Zhu Jiaxiong gave a report on the development of preschool education in contemporary China, and President Kong Meiqi gave a report on the development characteristics of preschool education in Hong Kong. Participants (especially foreigners and overseas Chinese) showed great concern and interest in the development of preschool education in China. They believe that preschool education in China is advancing in the reform and showing great vitality. One of the purposes of the conference is to learn from each other, communicate with each other, learn from each other's strong points and develop together.
During their stay in the United States, the delegation went deep into American 12 preschool education institutions for study and investigation. There are Reggio School, High Range School, Montessori School and Bank Street School. And made a field trip and in-depth study on several influential curriculum types in preschool education in the world today.
The research and investigation were a complete success.
I remember a doctor studying in the United States once expressed such doubts in the book Quality Education in the United States: "If the education in China is not good, why are the children of China students so excellent in the United States?" If China's education is great, why is China backward in science and technology? "So, preschool education? Is there any difference between China and the United States? At the turn of the century, what beneficial enlightenment can Shanghai preschool educators get from American education? To this end, we will make a summary report on some valuable experiences and thoughts gained during our visit to the United States.
One hundred languages and one language.
At the annual American Preschool Education Seminar held in Atlanta, a striking theoretical hot spot is the Reggio Preschool Education Project which has attracted worldwide attention in recent years (it was rated as one of the top ten best schools in the world by Newsweek, the most influential magazine in the United States, in the early 1990s). During the meeting, we were lucky enough to watch the exhibition of children's hunger language in Reggio. Rich video materials vividly show Reggio's educational beliefs.
-"Movable Shadow", children independently explore the relationship between light sources, objects and shadows.
-"A Midsummer Night's Dream" uses various colors to express children's understanding of a thing.
-"The Story of Feet", children weave an interesting "one-act play" with the dynamic expressions of two little feet.
-Cats and Rain reflects the understanding of life expressed by two two-and-a-half-year-old children in game language.
……
Reggio believes that children can express themselves in one hundred languages and express their unique feelings about the world. Including the use of real language symbols and a large number of nonverbal symbols, such as body, leaves, chicken feathers, pens, forks and other substitutes. Reggio's educational philosophy is to promote children's growth through symbolic representation system and encourage children to explore the environment and express themselves by using various languages that can be used for expression, communication and cognition. Perhaps this is the real value of preschool education.
In the "Leb School of Evergreen Community College" in Los Angeles, this is a kindergarten specializing in the experiment of "Reggio Teaching Method". In the past ten years, the head of the school went to Italy four times to study and study Reggio's education system, and successfully interpreted Reggio's educational thought in his kindergarten. We saw a typical "scheme" with the theme of playing with sand and water. In the activity, children use their own unique "language" to explore the relationship between sand, water and the slope of objects. Their behaviors and performances are so natural, free and independent that they reflect their true selves.
Children use one hundred or more "languages" to express themselves. This may be a child's nature. What is the value of preschool education? Is it to support children's expression and let children explore and develop in expression? Or instill experience and standardize behavior with adult things, so that children can come in from small classes with "one hundred languages" and "one language" only after graduating from large classes? One hundred languages and one language embody completely different educational orientations and effects. Reggio's education system has left us with too much thinking.
Who is the first in today's early childhood education, it is becoming more and more common sense to put children's interests and children's development first. However, in the daily life of kindergarten, who is the first, who is the first, and who is the real first? This trip to America has given us a lot of feelings.
In the "Bank Street" kindergarten in new york, as soon as we entered the door, the director put forward a series of rules for observing children's activities: only two teachers in each class can enter the observation activities; In the classroom, the observer must sit in a fixed position and not move around to affect the children; Children can't take pictures, talk, etc. during activities. The child became a real "god".
During our stay in America, we visited 12 kindergartens. Everywhere I go, I have a common feature, that is, the reception room and reception room in every kindergarten are so simple. There are no sofas, luxurious decoration and decorations, and some kindergartens don't even have special adult conference rooms. For children's living environment, children's toy materials, children's works and articles, we can pursue the best at all costs. In the experimental base of the "high-range" course, we saw that the kindergarten spent a lot of money to "burn" the children's extremely inconspicuous paintings, which made the children really feel a kind of successful self-confidence and a sense of satisfaction. In the "Bank Street" kindergarten, in order to let children enjoy the happiness of "Thanksgiving", the kindergarten mobilized all teachers and parents to make rich food and interesting gifts for their children. In Los Angeles Evergreen Kindergarten, in order to let children explore and study more independently in the activity area, the kindergarten provides extremely rich activity materials. On the shelves of activity materials, we are presented with professional shops: hardware stores, paint stores, bookstores, button stores, cloth stores and so on. Children are happy and free to move and grow in the kindergarten and enjoy the real "first time" treatment.
Can creativity be taught?
When we travel to the United States, the most intuitive feeling we get from several cities is that each city has a style: the solemnity of Washington, the prosperity of new york, the childlike interest of Orlando, Disney's hometown, the amorous feelings of Los Angeles, the capital of Hollywood, and so on. Each city is full of individuality and contains creative charm.
Urban construction needs creation, educational development needs innovation, and human cultivation needs innovative quality. So, can creativity be taught?
Creativity cannot be taught. But if educators create good soil, climate and other conditions, the seeds of children's creativity will break through the ground and blossom and bear fruit. In American kindergartens, we feel such good environmental conditions.
Master School in new york is a good private school for children aged 4- 18. It is one of the oldest schools in the eastern United States, focusing on art education. There, we saw all kinds of children's art works, including painting, clay sculpture, cutting and pasting, paper products and so on. There are no examples of children's works, and there is no standard of "image". Every child's homework is a treasure in the teacher's eyes-no matter how sloppy and casual he writes. In this school, we also see children actively exploring the functions of the community they live in and exploring the characteristics of different ethnic groups. Use pictures, tables, photos, words, etc. Express and express boldly. We strongly feel that children's activities are independent, their will is free, and their performance is bold, full of personality and creativity.
In a kindergarten in new york, which enjoys the reputation of cultivating "genius", the director introduced their "three steps" to implement the curriculum objectives: learning → application → creation. Cultivating children's creativity is the ultimate goal of children's curriculum implementation.
In the "Children's One Hundred Languages" exhibition hall of Reggio, we saw the "peak" performance of preschool children's creativity. There are many kinds of mouths painted by children: singing mouth, talking mouth, kissing mouth, talking crazy mouth, angry mouth, fighting mouth, quarrelling mouth and mouth that can make happy sounds. Children draw eyes with their own characteristics: eyes when crying, eyes when smiling gently, eyes when dozing off, eyes when dreaming of beautiful things, eyes when dad is angry.
I think that when a nation is thinking about its future destiny, it must take cultivating the creativity of a generation as an important mission of education. Similarly, pre-school education should also bear such responsibility-let our children learn to learn, learn to express and learn to create from an early age.
Looking back on this trip to the United States, after what we reported, there are still several issues worth thinking about.
First, the issue of diversification. America is a pluralistic society. This feature is also reflected in preschool education. The types of kindergartens are diversified, including private, private, * * * funding, and various types of joint ventures. Kindergarten curriculum also presents a diversified situation, including the curriculum model of pursuing behaviorism theory and the curriculum model of respecting humanism; There are Reggio education projects, "Bank Street" education projects, "High Vision" education projects, Montessori education projects and so on. There are kindergartens that focus on language education and kindergartens that feature art. As one scholar said, there is no best educational program in the world that can suit all children in all cultural backgrounds. Therefore, we must face up to the trend of diversification of preschool education, develop in learning and improve in learning, so that diversification and localization complement each other.
Secondly, regarding the development of learning tools and teaching materials, I have asked American kindergarten teachers many times, "What teaching materials do you use in your kindergarten?" While looking surprised, American colleagues told us seriously that the development level of children is teaching materials, and the environment and materials of kindergartens are teaching materials. From this, we understand why American kindergartens attach so much importance to the materials operated by young children and the environment of kindergartens. In China and Shanghai, it is very promising to develop children's learning tools, toys and operating materials. * * * at all levels, all forces should form a joint force to jointly do a good job in the development of preschool education resources. Let our children grow up healthily in the interaction of rich learning tools, materials and environment.
Third, the educational strategy. Before I went to the United States, I always thought that preschool education in the west was "herding sheep", or that it only focused on the process and not on the results. This trip to the United States has taught us something about American education: American kindergarten teachers are very clear about their children's development goals, and teachers play an obvious role in daily educational activities. Sometimes the predetermined goal is achieved through the transfer of materials and the creation of environment (for example, Changqing kindergarten teachers spend about 1 hour every morning to prepare a large number of operating materials for children before coming to the park), sometimes through language guidance, and sometimes through parallel activities to reflect the teacher's guiding strategy. It's just that this kind of "guidance" is more subtle, more natural and more respectful to children. At present, our preschool education circles in Shanghai are working out a new "Outline".
7. What's the difference between American kindergarten curriculum and our China curriculum? Where can I find a pure kindergarten curriculum?
In the United States, children need to cultivate exploration and social skills in kindergartens, which are integrated into the curriculum. Kindergartens in China often pay more attention to what to teach.
8. What are the differences between early childhood education in China and that in the United States?
In the past 100 years, China's preschool education has experienced the development process from scratch, from small to large, from weak to strong, from imitation, reference to innovation. Preschool education in China has grown with the development of China society, and preschool education is a real cause for the masses. Today, preschool education is an important part of basic education in China. At present, there are more than 24 million children in kindergartens. All levels and all walks of life in China attach great importance to the development of preschool education. However, in the past 30 years, children's health care in the United States has also been developing continuously. Now kindergarten education has popularized one-year preschool education. The rate of children aged three or four entering kindergartens was 65,438+065,438+0% in 1960, and increased to 48% in 1990. At present, there are130,000 children under the age of five entering various day-care centers and family nurseries.
Education in China and the United States have very different traditions. Education in our country pays attention to the accumulation and indoctrination of knowledge, the cultivation of students' respect for knowledge and authority, the mastery and inheritance of knowledge and the construction of knowledge system. In contrast, the United States pays more attention to cultivating students' practical ability to use knowledge, cultivating students' spirit of questioning and criticizing knowledge and authority, and expanding and creating knowledge. These two kinds of education express different attitudes towards knowledge. China's education expresses the static acceptance of knowledge, while American education expresses the dynamic change of knowledge. This kind of "static" and "dynamic" reflects the different educational knowledge views of the two countries. Education in the United States focuses on breadth and breadth, while education in China focuses on narrowness and depth. Education in the United States focuses on cultivating students' self-confidence, autonomy and self-reliance, while education in China focuses on cultivating students' rigorous, rigorous and rigorous spirit. From the perspective of cultivating innovative ability, students in China tend to be self-disciplined and self-controlled, and they are used to sticking to conventions for fear of making mistakes. A good foundation can be a favorable condition for innovation, but it may also be an obstacle to limit and hinder creative thinking. Rigorous features can bring comprehensive thinking, but also become the enemy of jump thinking. Preschool education is a basic education, and its effect has the characteristics of potential and lag, which needs people to understand correctly. Both China and the United States attach great importance to preschool education, but the understanding of the importance of preschool education in the United States is not only reflected in concepts, but also in some specific systems. In the United States, preschool education has been brought into a unified track with primary schools and middle schools, which is called P- 12 education, that is, one-stop basic education from preschool to 12 grade (equivalent to senior three in China). In normal education, preschool and the lower grades of primary school belong to the same level, which is called P-4, that is, preschool to the fourth grade of primary school. Teachers with this certificate can teach in primary schools or kindergartens. Kindergarten teachers' overall education (bachelor degree or above) is the same as that of primary and secondary school teachers, enjoying the same economic treatment and social status. In the United States, it is very common for a master's degree or a doctor's degree to be a kindergarten teacher.
Compared with the United States, our understanding of preschool education in the past was more conceptual and oral, and the specific systems and practices were not enough. For example, preschool education is in a low position in the whole academic system, and the training of teachers mainly depends on secondary normal schools, so the quality and academic qualifications of teachers are not high. There are cultural differences between the two countries, and there are also differences in the concepts of educators in the two countries. Both sides have much to learn from each other. Whether children play or learn in preschool education has always been a question that preschool teachers all over the world think about. Preschool educators in the United States attach great importance to children's nature and play a large proportion. Although kindergartens also have language, common sense, art and other teaching activities, but there is no general syllabus, more casual. Under the influence of Dewey's "student-centered theory" and Montessori's "children's paradise" educational thought, American kindergartens also pay attention to the combination of games and manual activities. In addition, the educational activities of American kindergartens are mostly based on the guidance of a certain theory, and some completely follow the hypothesis of a theory, so there are Dewey Kindergarten, Montessori Kindergarten and Skinner Kindergarten. Some are compatible with various educational theories. But no matter what theory is under the guidance of kindergarten, the development of educational activities pays more attention to the cultivation of children's social ability and the fun of experiencing in kindergarten. When parents pick up their children in the afternoon, they usually ask, "How was your day? Are you happy today? )"。 Compared with American kindergartens, kindergartens in China are obviously learning-oriented. There is a unified education plan in the whole country, and each kindergarten has a detailed teaching plan. Children's preschool stage is a critical period of intellectual development, which requires play and study. Educators in China and the United States have a lot of experience worth learning from each other in this field. China can learn from the United States, and the United States can also learn from China. Both sides complement each other. The goal of kindergarten science education in China is to enrich children's superficial knowledge of nature and society, cultivate children's interest and thirst for knowledge of nature and society, develop children's intelligence and form a correct attitude towards people and things. Science education in the United States has set special goals and general goals. The former includes promoting the development of children's cognitive, emotional and psychological motives, and the specific task of cognitive development is to promote the development of children's cognitive abilities such as perception, understanding, application, analysis, synthesis and evaluation; The specific task of emotional development is to arouse children's positive emotional response to the world around them, so that they can acquire a positive attitude towards science and education. The best gift of science education to children is to help them know and appreciate beauty, and this task will also make science education activities more vivid. The development task of psychological motivation is to make children acquire the ability to control the environment like their own bodies, which requires the coordination of thought and action.
The overall goal of American science education is to develop children's creative and critical thinking, good personal moral performance, and broadened professional awareness and gender roles. It is not difficult to see that the special goals and general goals of science education in the United States are closely related to the content of science courses and the quality needed to engage in scientific activities. Scientific facts, concepts and processes are beneficial to children's cognitive development. Attitudes and values such as truth, freedom, doubt, originality, order and communication are important components of children's emotional development; The process of scientific activities can provide children with many opportunities to develop and exercise their psychological motivation, including large and small muscle movements. Scientific exploration needs originality, critical thinking and good personal moral expression, which naturally becomes an important goal of science education. The United States emphasizes cultivating children's good moral quality through science education, allowing children to make various decisions according to scientific ideas, methods and values, and enriching children's world outlook through science education. The emphasis of preschool science education in China and America is quite different. In the form of educational organization, China attaches importance to completing the task of science education with formal educational activities; The United States emphasizes the use of formal, informal and random forms. The so-called formal scientific activities refer to planned and organized collective activities; Informal scientific activities refer to completely open and personalized activities, while random scientific activities refer to activities carried out immediately according to temporary favorable opportunities. Their practice is to provide informal and random teaching activities in the first stage of each unit, so that children can freely explore materials and find them themselves without any guidance and intervention from teachers. In the second stage, activities are always carried out under the guidance of teachers, but the guidance is very personal. Teachers provide different contents and materials according to the different characteristics and levels of each child, so that children can learn and do activities at their own pace. The third stage is that children develop from concrete feelings to abstract concepts, and teachers should give inspiration and guidance.
In terms of concepts, it pays more attention to teaching children ready-made concepts, knowing specific facts and forming simple generalization ability; The United States emphasizes that children should know the process of scientists' activities, not just the results of their activities, not only what scientists have discovered, but also how they have discovered it. Therefore, American science education attaches great importance to cultivating children's exploration skills and understanding ability, emphasizing that children should be aware of how to think, how to do and how to discover; Encourage children to engage in direct scientific activities to gain unique and challenging direct experiences. Similarly, it is to teach children about the growth of plants. We are used to telling them through their daily observation and experience that plants need sunlight, water and fertilizer. The United States, on the other hand, is used to letting children participate in a strict experimental process, that is, providing them with two pots of the same size, letting them water one pot every day and not watering the other pot, and labeling it, paying attention to observing and recording its process and results, and so on, one pot is fertilized, one pot is not fertilized, one pot is placed in the sun, and the other pot is placed in the dark room, and finally guiding children to summarize the conditions for plant growth. In addition, China is generally satisfied that children can answer the conclusion that "plants need sunlight, water and fertilizer", while the United States attaches importance to guiding children to discover "how do different plants grow?" How do plants get nutrition? Are all plants grown from seeds? "Waiting for the answer to the question. China and the United States have different national conditions and great differences in economic strength. The specific practice of developing preschool education in the United States cannot be copied, but some important experiences inspire us and make us think.
In short, the education in the United States pays attention to breadth and breadth, while the education in China pays attention to narrowness and depth; Education in the United States focuses on cultivating students' self-confidence, autonomy and self-reliance, while education in China focuses on cultivating students' rigorous, rigorous and rigorous spirit. American educational circles are learning from eastern countries and begin to emphasize the foundation. Since others still want to learn from us, we should stick to the original educational tradition and there is no need to improve it. However, we should see that different education reflects different social and cultural connotations. Therefore, the comparison of education in different countries must be based on the comparison of social and cultural backgrounds. It is precisely because of the differences in social environment and cultural traditions that the educational differences between different countries and societies are formed. American educational tradition is consistent with American cultural tradition. Similarly, China's educational tradition must be rooted in China's cultural tradition. How to explore an educational model that not only adapts to China society but also absorbs the essence of world education is an important content and difficulty in educational research. In a word, what we need is a modern education that combines localization with internationalization.
9. Does the emergence of 9.ECCE vocabulary explain the trend of kindergarten curriculum abroad?
In recent years, countries all over the world have continuously promoted kindergarten curriculum reform and formed some valuable experiences. In particular, they have further strengthened their policy orientation towards * * *, emphasized the children-oriented curriculum concept, paid attention to kindergarten teachers' curriculum participation, and strengthened their ties with parents and communities. At the same time, there are some basic trends in kindergarten curriculum reform all over the world, that is, to promote curriculum reform with the help of * * *; Based on cultural diversity, construct an appropriate curriculum system; Based on the cultural foundation of the curriculum, emphasize the localization practice of the curriculum; Implementing teachers' professional standards; Improve teachers' curriculum practice ability.
What does the appearance of 10 mean? Ecce vocabulary shows the trend of foreign kindergarten curriculum?
Basic experience of kindergarten curriculum reform abroad. Kindergarten curriculum reform is the core content of preschool education reform. Due to the cultural differences and national conditions of different countries in the world, the modes of kindergarten curriculum reform in various countries are also diverse, but the kindergarten curriculum reform in various countries basically reflects the overall development of early childhood education, thus showing some characteristics of * * *.