Scientific connection between childhood and childhood, laying a good foundation for children
2022-05-31
The general office of the Ministry of Education recently issued a notice on launching the national preschool education Publicity Month in 2022. The activity started on May 20 and lasted until June 20. The theme of this year's activity is "connecting children and young children, we are taking action". Kindergartens and primary schools are the initial stages for children to receive education. Respecting the laws of growth and education is very important for children's healthy growth and life-long happiness. However, for a period of time, some unscientific understanding of the connection between childhood and primary school has led to the tendency of "primary school" in early childhood education. To do a good job in the connection between childhood and primary school, there is an urgent need for scientific cognition and action. Early childhood education should not be "primary school oriented" The connection between kindergarten and primary school is the process of mutual echo between kindergarten and primary school, and it is the natural transition and extension of children's learning and development. Doing a good job in the connection between children and young children is the key to supporting the continuity of children's learning and development and realizing the integrated and high-quality development of basic education. At present, we emphasize the scientific connection between kindergarten and primary school at the national level, and carry out publicity and promotion throughout the country, which is to correct some cognitive and behavioral errors in recent years, such as the long-standing separation of kindergarten and primary school education, the weak sense of connection, the excessive emphasis on knowledge preparation for children's learning, and so on. Among them, the biggest misunderstanding is the "primary school" of early childhood education. The so-called "primary school" of early childhood education mainly shows that it does not respect the physical and mental characteristics and cognitive laws of 3-6-year-old children, ignores the basic characteristics of pre-school education, and carries out excessive early intelligence development, premature orientation of superior intelligence, excessive cultivation of single interest, and excessive learning of subject knowledge for children, which violates children's nature and development laws, and alienates the function of pre-school education. The reason why "primary school" came into being and continued despite repeated prohibitions, to a large extent, stems from the psychological panic brought to parents by the pressure of examination oriented education. Under the pressure of social competition, parents place too high expectations on children, and put the competition or values of the adult world on children too early. We can understand parents' expectations for their children and their fear of future competition, but is it scientific to be eager for success? Although some studies have shown that children's preparation for school entrance has an impact on their adaptation to school life and later academic achievement, this does not mean that they should learn the contents of primary school in advance, and school entrance preparation cannot be simply equivalent to literacy, numeracy and reciting ancient poetry. Children aged 3 to 6 are in a critical period of language development. Compared with character recognition, it is more important to cultivate children's good listening ability and oral expression ability. Since children's language ability is developed in the process of communication and application, a free and loose language communication environment should be created for children to encourage and support children to communicate with adults and peers. If you want to prepare for school, you should provide children with rich and appropriate reading materials, often read books and tell stories with children, improve their language expression ability, cultivate their reading interest and good reading habits, and further expand their learning experience, rather than just let children read and write more. Similarly, the task of children's early mathematics learning is to preliminarily perceive the usefulness and interest of mathematics in life; Perceiving and understanding number, quantity and quantity relationship; Perceived shape and spatial relationship. This requires that, according to the age characteristics and development level of children, children should be provided with a wealth of toys and activities, as well as sufficient physical operation opportunities, so that they can feel and experience abstract concepts such as quantitative relations and symbols in activities such as counting, taking things by number, saying the total number, adding and subtracting physical objects, etc. For example, let the 3-year-old children know "1" and "many" and initially feel the concept of collection, so that they can make full use of the process of cleaning up the tableware, and let the children have an intuitive feeling through observation - when the children put the small bowls into the basin one by one, there will be many small bowls in the basin; There are many fruits in the fruit basin. Each child takes one fruit, and the fruit in the basin becomes less and less. We should let children perceive the relationship between 1 and many in such a life situation, instead of asking children how difficult addition and subtraction are and how many numbers they can recite. It should be emphasized that it is superficial to only understand "primary school" as the advance of educational content. In practice, some educational content does not appear the tendency of "primary school", but its educational form is highly controlled. In fact, it is a deeper manifestation of "primary school", which needs to be highly vigilant. Therefore, to avoid "primary school", we should not simply cut across the board, not mechanically and rigidly understand and implement the requirements of "de primary school", but grasp the deep-seated concept, that is, to respect the laws of children's growth and education. How children should learn effectively After recognizing that early childhood education can not be "primary school", we should also clarify: what is meaningful and valuable learning behavior for children, what are the characteristics of children's learning, and how can it be regarded as children's effective learning? If early childhood education is not just about reading, counting and reciting ancient poems, what should it be? Specifically, the learning characteristics of children are as follows: random and fragmented learning accompanied by unintentional attention; It is perceptual and experiential learning through multiple senses; It is an operational learning accompanied by action; It is emotional learning driven by direct interest; It is an integrated learning in the process of life and play; Wait. The characteristics of children's age, cognition and experience determine that the main characteristics of children's learning are "learning by doing, learning by playing and learning by living". Children's learning should be fully perceived, and they should learn in a natural, living and playful situation. For young children, the greatest happiness is to be able to live and learn in a supportive environment. Their needs and interests are fully concerned, their nature is fully released, they can learn in their own unique way, and they can combine thinking and action. The following example may give us some inspiration. A parent introduced her child's method of learning mathematics in the wechat communication group. Her son likes to play with blocks and toys, and says he wants to "buy a lot of pieces". So she asked her son, "how much is so much?" The child said, "100 yuan." So she asked her son, "can you count to 100?" The child was not able to. Mother took advantage of the situation and said, "one option is to buy a few pieces when you can count them today. The other option is to practice counting today and buy them tomorrow." The child hesitated for a long time and said, "tomorrow, then." Then she handed the child a paper ruler marked with all the integers from 1 to 100 in centimeters and said, "see for yourself." The mother said that it is very boring for children to count to 100 when they lack motivation. However, when children have strong motivation and want to buy 100 blocks, they have a strong desire to learn. They will learn how to count from 1 to 100 by themselves. From this case, we can better feel that in the learning process of young children, whether the learning methods conform to the age characteristics and cognitive laws of young children is very important. In fact, the focus of pre-school education research and practice in the world is also changing from "what to learn" to "how to learn". The guidance on vigorously promoting the scientific connection between kindergartens and primary schools issued by the Ministry of education points out that we should pay attention to the learning quality of children, fully respect and protect their curiosity and interest in learning, and help them gradually develop good learning qualities such as being proactive, serious and focused, not afraid of difficulties, daring to explore and try, and willing to imagine and create. The kindergarten should cooperate with parents and the society to create a natural, life-oriented and playful learning environment for young children. The best education adults can give children is to conform to their nature, guide their development, and let children learn to recognize, do things, live together and survive in a happy life of play, exploration, discovery and experience. What is to lay a good foundation for children At present, the world is in a huge wave of social changes and transformation characterized by knowledge economy, informatization and economic globalization. Education oriented by knowledge and skills instillation and examination is increasingly showing disadvantages that it is difficult to adapt to social needs and support human sustainable development. The world education reform has begun to show a new trend. The traditional standard system with the discipline knowledge structure as the core will be gradually replaced by the core literacy education system focusing on promoting personal development and lifelong learning, so that children can live a "meaningful life" at present and be "ready for the future" has become the trend of the world education development. This trend also makes us further realize that good learning quality is more important than acquiring knowledge and skills in the process of connecting young children with young children. Through years of observation, teachers in the lower grades of primary schools have found that children who have excellent performance in anti-interference ability, concentration ability and persistence in learning are more likely to succeed in school. They have a down-to-earth and serious learning attitude, broad interests, strong curiosity, like asking questions, are good at observation, have strong initiative and persistence, and are willing to explore. On the contrary, those children who are lax in attention, weak in listening ability, depressed, lack of interest and initiative, and weak in self-control are prone to maladjustment to school. Among these children, there are many children who have been indoctrinated with a lot of primary school knowledge in advance, resulting in school weariness. At the same time, psychological research has found that providing children with appropriate toy materials in the family can give children a variety of stimulating opportunities every day, and parents' active participation in children's games and activities can have a great impact on children's future learning ability and academic performance. These findings are undoubtedly very meaningful. They intuitively tell us what is to lay a good foundation for children - the cultivation of learning quality is more important than knowledge reserve. Therefore, kindergartens and lower grades of primary schools should focus on the cultivation of children's learning quality, guide parents to scientifically understand the key issues of learning, and start from the learning quality to do a good job in the connection between childhood and childhood. Learning quality refers to the positive attitude and good behavior tendency shown by individuals in the process of activities. It contains the key elements that determine the learning quality, such as learning attitude, learning habits and learning methods. It is a valuable quality necessary for lifelong learning and development. Learning quality includes not only interest, motivation, persistence, anti frustration ability, independence, focus, planning, time insight and other characteristics, but also specific learning methods and skills such as fine processing, in-depth understanding, reflection, criticism, creation, imagination and so on. Learning quality includes not only the cognitive, emotional and behavioral characteristics of individuals in the process of independent learning, but also the characteristics of their cooperation, communication and discussion with others in social learning. The connotation of learning quality emphasizes not the specific knowledge or experience that children can learn, but how to learn. Learning is not only the mastery of knowledge and experience, but also the formation of interests, the formation of habits and the mastery of methods and strategies. "How to learn" is the essence of the development and improvement of children's learning ability. To help children form a good learning quality that is beneficial to their life, parents' ideas need to be consistent with those of kindergartens. In this regard, we can
Edit：Yuanqi Tang Responsible editor：Xiao Yu
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