How to write the opening report of graduation thesis of preschool education specialty

Opening report of pre-school education professional papers;

Present situation and countermeasures of preschool education in rural areas

First, Minqin County rural kindergarten education status

(A) the management of rural kindergartens is lax.

The author learned through investigation that many rural kindergartens are not well managed. In particular, some kindergartens are poorly managed in terms of conservation, safety and logistics. Some kindergartens can only be regarded as a place where children can play together, and as for early childhood education, there is no way to talk about it.

Poor conditions

Through interviews, the author found that the teaching conditions in rural kindergartens are generally poor, the classrooms are relatively simple, the space for children's activities is relatively small, many facilities are relatively old and backward, the scale is also small, and there are fewer teachers and students. Many rural kindergartens have neither teaching AIDS nor playgrounds and equipment to open children's intelligence. Such an early childhood education environment is far from meeting the needs of the development of early childhood education.

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

In recent years, the state has paid more attention to preschool education. Many rural kindergartens are gradually being built and rebuilt, and the number of kindergarten teachers needed is also increasing. In order to make up for the shortage of kindergarten teachers, many kindergarten teachers have been recruited, all of whom graduated from universities such as music, sports and beauty. They don't know anything about preschool education, and they can't carry out preschool education at all. Furthermore, due to the continuous expansion of county kindergartens, excellent rural kindergarten teachers were transferred to the county by examination, which led to the desperate situation of rural kindergarten teaching. Although the state attaches great importance to preschool education, there are few opportunities for preschool teachers to participate in training and go out to study. Even if there is such an opportunity, kindergarten teachers in the county are given priority, and kindergarten teachers in rural areas have no chance to participate in training.

There is no guarantee for students' school time.

Because Minqin County is sparsely populated and scattered villages, there are generally only one or two kindergartens in a township, so it is very difficult for children to go to school. After investigation, it is found that it takes an hour for the school bus to pick up and drop off the children, so it is difficult to guarantee the children's study time at school.

Second, strategies to improve rural preschool education

(A scientific evaluation of kindergarten teachers.

Scientific teacher evaluation can not only promote the vigorous development of rural preschool education, but also realize the efficient classroom of preschool children. Preschool teachers, like children, praise is an affirmation of teachers' efforts and efforts. A scientific evaluation of teachers requires a comprehensive and scientific evaluation of teachers' teaching design, work attitude, teachers' morality and style, and is linked to the annual assessment and corresponding salary to arouse teachers' enthusiasm.

(B) The relevant departments should increase investment in rural kindergartens.

The relevant departments should increase investment in the construction of rural kindergartens, and the central kindergartens in each township must meet the relevant national standards. Such as venues, houses, equipment and facilities. One advantage of rural kindergartens is that they are spacious. If some kindergartens have the conditions, they can be afforested, so that kindergartens can become garden-style schools, create a comfortable and pleasant playground for children, and make kindergartens truly become children's paradise, academy and home.

(3)

Strengthen the construction of rural teachers.

To change the teaching situation of rural kindergartens, we must first start with the construction of teachers. First, improve the treatment of rural kindergarten teachers and enjoy relevant national preferential policies. For example, giving priority to rural teachers' titles. The second is to strengthen the training of rural kindergarten teachers, give material rewards to some teachers with excellent training results, and link the training results with teachers' professional titles, so that more teachers can actively participate in the training and replenish fresh blood for themselves.

Third, the conclusion

Today, with the rapid development of education, rural preschool education is particularly important. Although rural kindergartens are facing many difficulties on the way forward, the author firmly believes that with the joint efforts of preschool teachers and parents, rural preschool education will certainly develop better and better.

Author: Wang Hua Zhang Yanqin Unit: Jiahe Township Central Kindergarten, Minqin County, Gansu Province

References:

[1] Chen. Learning life knowledge is the most important [J]. Early childhood education, 2003 (10):4-5.

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

Mode 2 of opening report for pre-school education professional papers;

Exploration on diversified teaching methods of vocal music course for preschool education majors

Abstract: Vocal music is a compulsory course for preschool education majors in secondary vocational schools. Due to the influence of many factors, most music teachers in secondary vocational schools still follow the simple and traditional teaching mode, and the teaching methods and teaching concepts are seriously out of touch with artistic practice, ignoring students' own characteristics, which greatly restricts the development level of vocal music education in secondary vocational schools. This paper explores the current vocal music teaching methods for pre-school education majors in secondary vocational schools, and holds that it is necessary to build a new teaching system and integrate diversified teaching methods to stimulate students' interest in vocal music, thus improving teaching efficiency and promoting the all-round development of secondary vocational students.

Keywords: secondary vocational school students; Diversified teaching; vocal music

At present, the disadvantages of vague teaching objectives, outdated teaching concepts and single teaching methods of vocal music major in secondary vocational schools are increasingly prominent. Under the new situation, we urgently need to explore a teaching model suitable for the development of pre-school education students, take practical and effective measures to reform, update teaching concepts, adjust teaching plans, and explore diversified teaching channels, so that secondary vocational school students can master artistic skills while learning to sing, cultivate workers who meet professional requirements, and truly achieve the purpose of teaching serving talent cultivation and meeting social needs. First, the analysis of personality characteristics of preschool education students in secondary vocational schools.

Most students majoring in preschool education in secondary vocational schools are between 15- 18, with lively personality and strong curiosity and thirst for knowledge. However, most students come from counties or rural areas, lacking professional learning experience, and their comprehensive quality is inevitably uneven. Moreover, students' own learning ability is weak and their psychological development is not mature enough. Just repeating the simple mode of "teachers demonstrate and students sing along" can easily make students lose their interest and motivation in learning, and even fail to grasp the main points and difficulties of learning. In view of the above situation, vocal music teachers in secondary vocational schools should look for scientific and systematic teaching methods according to the actual characteristics of educational objects, enhance the vividness of classroom teaching and improve students' interest in learning.

Second, combine the actual situation of secondary vocational school students to build a variety of vocal music teaching mode.

1. Cultivate students' interest in learning vocal music

It is of great significance to cultivate students' interest in vocal music learning and improve their aesthetic ability. The key lies in the teaching staff. We should not blindly adopt the simple and solidified teaching mode of "the teacher speaks and the students listen", but should use friendly and encouraging language to guide students to ask more questions and think more, and cultivate their interest in learning vocal music unconsciously. (1) We should grasp students' psychological characteristics and carry out teaching step by step. Secondary vocational school students are not active in learning and rely heavily on teachers. At first, they should not set too high a goal, and then gradually deepen the difficulty of teaching, from shallow to deep, from simple to difficult. (2) Students who are good at using multimedia in combination with teaching are in the primary stage of vocal music education and need to listen, see and feel more. Multimedia has the advantage of integrating vision, hearing and singing. Teachers should play more famous model singing videos to infect students and let them sing from the heart, so as to actively explore the essence of singing. (3) Teachers should not only be good at discovering the "musical beauty" in life and sharing it with students, but also have the super language expression ability of "humor and wit". In the interactive process of mutual learning and common development, students constantly find the fun of learning to sing. Only in this way can we effectively carry out teaching activities and promote the improvement of teaching efficiency.

2. Pay attention to theoretical knowledge learning

In the actual teaching process, vocal music teachers often only pay attention to the cultivation of singing skills, but ignore the teaching of theoretical knowledge. Vocal music is an artistic act of expressing thoughts through singing. Singing without feelings and thoughts cannot be called art. For example, students need to understand the structure and principle of vocal organs in singing before accepting singing performance practice, so as to help students fully understand the whole process of scientific vocalization and establish a basic understanding of vocal music learning. It is supplemented by multi-level and systematic theoretical knowledge such as creative background and emotional tone, combined with various forms of singing performance practice, thus forming a complete vocal learning system in students' minds.

3. Improve the utilization rate of teaching resources and teach in large classes.

The big class focuses on vocal music theory knowledge and vocal music training skills. Taking vocal music theory knowledge as an example, the basic theory is systematically taught in the teaching process, so that students can understand the structure of vocal organs, correct singing posture, breathing skills and other aspects, help students fully understand the basic conditions needed for singing, and cultivate their professional basic ability. The advantage of applying large class teaching mode is that it can solve students' problems point by point in collective time and effectively improve the utilization rate of teaching.

4. Teaching advantages of group classes

Group class is a common teaching method in vocal music teaching. Its advantage is that it can fully consider students' individual differences, including differences in learning ability and level, and give students targeted guidance. Usually, teachers consider the vocal music foundation, singing level, personal characteristics and other factors, and divide students into groups of 3-5 people, which not only takes care of the students' personalities, but also takes into account the * * * nature of the group, so as to truly teach students in accordance with their aptitude and prescribe the right medicine. In group teaching, students can observe and listen to each other, so that they can clearly distinguish the correctness of the singing voice state. For some objects with vocal problems, teachers can correct students' singing problems in time through targeted explanations and singing, and also let students fully understand the methods and skills used by teachers in solving singing problems. Moreover, students can learn about the different understanding levels and deductive styles of other students in the group through the exchange of experience and skills, and compare them to deepen their understanding of the work, which is more conducive to students' complete display of the work. For example, teachers can enrich the teaching mode and organize students to practice duet, chorus, chorus and duet, so that students can feel the artistic charm of different singing forms.

Thirdly, vocal music teaching is integrated into artistic practice.

Vocal music is an art form combining theoretical knowledge with practical performance. Only through a large number of practical performances can students promote the application of vocal music theoretical knowledge, and constantly sum up and accumulate experience gains and losses in the process of practice, so as to form a relatively complete theoretical system to guide practice. Therefore, vocal music teaching in secondary vocational schools must be combined with artistic 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 holding students' vocal music observation meetings and literary reports and performances on a regular basis, so that students can temper their psychological quality and overcome psychological obstacles in practice. Music teachers in secondary vocational schools should constantly reform and innovate in the process of vocal music teaching, actively explore and find more scientific and effective teaching modes and methods, so as to improve the quality and level of vocal music teaching, cultivate students' professional ability and professional ability, train a group of outstanding preschool educators for modern society and promote the sustainable development of preschool education in China.

Author: Li Lidan Unit: Guangdong Industry and Trade Vocational and Technical College

References:

Liu Jue. On the professional vocal music teaching of kindergarten teachers in secondary vocational schools [J]. Business situation, 20 1 1( 15).

[2] Yang Ligang. Vocal music teaching method [M]. Shanghai Music Publishing House, 2007-08.

1. The basis of topic selection and research summary

(A) the basis of the topic

Children's teaching requires not only the knowledge of teaching content, but also the entertainment and interest of teaching process. In the process of teaching practice, we find that children's songs are more easily accepted by children because of their simple structure and pleasant language. From the previous research experience, children's songs teaching can be mainly divided into two forms: children's songs learning and children's songs creation. Among them, the study of children's songs can exercise children's language ability; The creation of children's songs is a comprehensive training for children's language understanding and language organization. In addition, this form can increase children's interest in learning and sense of accomplishment, and provide necessary guarantee for their follow-up study. This paper mainly studies the application of children's song creation teaching method in children's teaching from the significance of children's song creation and its specific teaching process. I hope this research can provide theoretical basis and practical guidance for the follow-up study and work.

(B) Research summary

Children have their own learning psychological characteristics and learning characteristics, so children's teaching is very different from traditional teaching. In recent years, there are relatively many documents about children's teaching, mainly focusing on the research of children's teaching methods, the creation of children's songs, teaching models and so on.

2. The basic content of the subject

The content of this paper mainly includes three aspects:

Firstly, the application of nursery rhymes in primary schools is analyzed theoretically. This paper studies children's learning and psychological characteristics from the theoretical point of view, and analyzes the advantages of children's song creation teaching.

Secondly, it analyzes the practical situation of children's songs creation teaching and the problems existing in the practical process.

Thirdly, based on the existing problems, this paper studies the application of the follow-up teaching method of children's songs creation in children's teaching, and puts forward the matters needing attention in the specific implementation process.

3. The emphases, difficulties and innovations of this topic.

This paper focuses on the teaching method of children's songs creation and its practical application in children's teaching.

The difficulty of this paper lies in the lack of relevant research. This teaching mode is still in the exploratory stage and there is no perfect teaching system to follow.

The innovation of this paper lies in putting forward the innovative teaching method of children's songs and systematically studying its application in the process of children's teaching. At the same time, the study of its teaching setup and matters needing attention can directly guide the development of related teaching work.

4. Outline of the thesis

The research outline of this paper is as follows:

abstract:

Key words:

I. Introduction

The research background and purpose of 1. 1

The research content and significance of 1.2/A literature review of 1.3

Second, the analysis of children's teaching characteristics

2. 1 Analysis of children's psychological characteristics

2.2 Analysis of the characteristics of preschool education

Third, the role of children's songs in children's teaching

3. 1 The role of children's song creation in cultivating children's literacy ability

3.2 The role of children's song creation in cultivating children's language ability

3.3 The role of children's songs in cultivating children's creativity

Fourth, the construction of teaching methods for children's songs creation and matters needing attention

4. 1 teacher-student interaction mode

4.2 Student-student interaction mode

4.3 Parent-child interaction mode

Verb (abbreviation of verb) abstract

refer to

5. Schedule (including literature review, scheme design and implementation, experiment and calculation, paper writing, etc. ) and its feasibility analysis.

Step 6 refer to

[1] forest. Children's Song Creation Training in Children's Literature Course for Preschool Education Majors [J]. Education and Teaching Forum, 20 14, 0 1:249-250.

[2] Yang Baofeng. A new probe into children's song creation [J]. Journal of Qinghai Normal University Teachers College for Nationalities, 20 12, 02:78-79.

[3] Zheng Lili. Creation based on the characteristics of children's songs [J]. Language construction, 20 12, 22:26-28.

[4] Zhou Sidi. Compose the songs in children's hearts —— Talking about children's songs creation with normal students [J]. Journal of Chengdu University (Education Science Edition), August 2007:17-21.

[5] Chen Xiaofang. Children's songs: Sow the seeds of childlike innocence [J]. Thoughts? Theory? Education, 2005, 10:62-63.

[6] Wang Wei. Study on the practical strategies of nursery rhymes education in primary schools [D]. Northeast Normal University, 20 1 1.

Mode 3 of the opening report of pre-school education professional papers;

Art Teaching Reform of Preschool Education Major in Higher Vocational Colleges

Abstract: Art teaching is an important part of preschool education in higher vocational colleges and an important guarantee for preschool education students to master art skills. This paper makes an in-depth analysis of the problems existing in art teaching in combination with the reality, and puts forward my own views on these problems, aiming at exploring the reform ideas of art teaching for preschool education majors in higher vocational colleges and making contributions to cultivating high-quality kindergarten teachers.

Keywords: higher vocational colleges; Pre-school education major; Fine arts; reform in education

Preschool education is an integral part of education, the initial stage of education in everyone's life, and a highly comprehensive subject. In recent years, with the great concern of the society for preschool education, training high-quality preschool teachers has become one of the primary tasks of higher vocational colleges [1], and it also puts forward higher requirements for the teaching quality of preschool education specialty [2]. Art teaching is an important part of preschool education in higher vocational colleges. As an art teacher of preschool education major in higher vocational colleges, facing the increasing employment requirements of preschool education major students under the new situation, how to effectively improve the quality of art teaching and improve the art skills of preschool education major students should be a problem that preschool education major art teachers constantly think and summarize. Therefore, on the basis of engaging in art teaching in pre-school education in higher vocational colleges, I analyzed the problems existing in teaching and put forward some understanding of teaching reform.

First, the status quo of art teaching in preschool education in higher vocational colleges

(A) the traditional teaching mode

The primary goal of higher vocational education has always been to cultivate skilled, applied and service-oriented talents. For the teaching of fine arts courses for preschool education majors in higher vocational colleges, it has always been the dominant idea to attach importance to the cultivation of skills such as fine arts painting and handcrafting. However, in daily teaching, traditional and backward methods such as single indoctrination and single explanation by teachers are still widely used, which greatly affects the interest of art courses and reduces students' initiative in learning. How to change this one-way teaching mode of teachers imparting knowledge and skills into a teaching mode of more appreciation, observation and interactive thinking has become a prominent problem that needs to be reformed urgently.

(B) unreasonable curriculum and imperfect teaching materials

The reasonable setting of teaching courses is the most direct way to ensure the smooth implementation of teaching content and students' acceptance of knowledge and mastery of skills. However, many higher vocational colleges do not pay enough attention to the art teaching of preschool education, and the class hours of art courses are limited, which can not ensure that students can master art skills well in sufficient time and the learning quality can not be improved. There are also many irrationalities in the curriculum, which are mainly manifested in the following aspects: (1) The overall number of art courses is too small, and theoretical courses and practical courses cannot be arranged as a whole, and there is often a phenomenon of attaching importance to one side while ignoring the other; (2) Compared with music courses for preschool education majors, the number of art elective courses is too small and not detailed enough. Some higher vocational colleges even offer manual courses separately, without subdividing sketch, watercolor, stick figure and line drawing. In addition, the teaching system of art education for preschool education majors in higher vocational colleges in China is not systematic [3], which leads to the incomplete teaching materials used in art teaching and the lack of systematicness and operability. Many art textbooks for pre-school education majors in higher vocational colleges either lay too much emphasis on art knowledge and skills, which makes it difficult to cultivate students' aesthetic consciousness, or the content of the textbooks is out of touch with teaching practice and employment needs, which affects the teaching effect.

(C) single use of teaching resources

Art courses for preschool education majors in higher vocational colleges mainly include painting and handcrafting, which are independent and closely related to each other. In the traditional teaching mode, the use of teaching resources is limited to the field of fine arts, and simply considering problems from the perspective of fine arts cannot stimulate students' imagination and creativity.

(D) Students have a weak foundation and poor mastery of art skills.

Students in higher vocational colleges have low entrance scores, poor cultural foundation and poor learning ability. Most of them have no art foundation before entering school, and their professional knowledge in art is almost blank. Coupled with the short study time after entering school, it is difficult for students to understand and digest the art knowledge taught by teachers, which restricts students' mastery of art skills.

Second, some views on art teaching reform of preschool education major in higher vocational colleges.

(A) the integration of teaching resources, optimize the curriculum

Higher vocational colleges have different art courses for pre-school education majors, and basically arrange the class hours and teaching time around their own actual situation. The curriculum mode of combining theory with practice is also recognized by most higher vocational colleges [4] and put into action. The author thinks that the fine arts courses for preschool education majors should be set closely around the way of combining theory with practice, and the theoretical and practical courses of the same course should be held in the same semester or at the same time. For example, as far as the stick figure course is concerned, we can integrate the theoretical knowledge and practical content of the stick figure course, and immediately enter the actual painting after the theory ends, which will help students to step by step and consolidate the foundation of fine arts painting. In addition, for the more difficult course content, class hours should be arranged according to the actual situation of students and employment needs. In the application of teaching resources, art teaching can completely interact with other disciplines. For example, painting can be combined with music and stories in the teaching of stick figure creation to stimulate students' imagination; The thinking of architecture and drama can also be combined with the teaching of manual production to cultivate students' creativity. When students think hard, their artistic expression will be enhanced, their learning will be more active, their works will be more colorful and their teaching effect will be more effective.

(B) improve teaching methods and enrich teaching content.

Materialism holds that the world is developing in constant change, and the unchangeable things will be eliminated sooner or later. Education and teaching should also have the idea of "thinking about change" [5]. As an art teacher majoring in preschool education in higher vocational colleges, it is necessary to always pay attention to the development of art at home and abroad and the new methods, means and contents used in art teaching, fully understand the needs of preschool institutions in China at present, and make reasonable adjustments in combination with their own teaching contents [6]. In the teaching process, we can link the art theory taught with the real life around us, so that students can understand that art is not only a necessity in preschool education, but also closely related to our production practice, thus broadening students' horizons and inspiring students. In addition to PPT and multimedia technology, we can also refer to the teaching method of Simulated Trial in law teaching, make the art teaching of preschool education major professional in the workplace, simulate the scene of teaching children's art, and let students know about the workplace. You can also hold art competitions on a regular basis, so that students can create their own ideas, either individually or as a team, so that students can learn knowledge and exercise their skills in happiness. At the same time, the assessment methods can also be diversified, such as allowing students to evaluate their own and others' works and put forward their own opinions, which not only helps to cultivate students' expressive ability, but also helps students learn to appreciate and taste, which is conducive to improving the comprehensive ability of art.

(3) Teaching students in accordance with their aptitude according to their actual situation.

Students in higher vocational colleges not only have a low foundation when they enter school, but also have obvious differences in starting point. Some students understand and master knowledge quickly, while others are relatively slow. Some students have been exposed to art before entering school and have a little foundation, while others need to be taught from scratch. This makes it difficult to teach students with zero foundation and improve the ability of students with foundation. The author believes that in practical teaching, students can be taught in accordance with their aptitude according to their actual situation. While teaching students collectively, we can cultivate the individual ability of students with good foundation, and let those with foundation help those without foundation to narrow the gap between students as much as possible.

Three conclusions

Tao Xingzhi, an educator in China, has a saying: Education is the foundation of building a country and strengthening a country. Rejuvenating the country through science and education, education and teaching reform is more related to the national conditions and people's livelihood. Art teaching is an indispensable part of preschool education in higher vocational colleges, and training high-quality preschool teachers is also a real "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 train high-quality kindergarten teachers as the goal, constantly reform and innovate in art teaching, and inject more fresh blood into preschool education.

Author: XXX

Setting: xx Foreign Language Vocational College

References:

Liu. 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 Art Teaching Reform of Preschool Education in Higher Vocational Colleges [J]. Vocational Education, 2015,03: 92-93.

[3] Li Xiaobo. Exploration on Art Teaching of Preschool Education Major in Higher Vocational Colleges [J]. Art Grand View, 2012,02:156-157.

[4] Shen Wen. Practice and Thinking of Art Teaching in Preschool Education in Higher Vocational Colleges [J]. Beauty and Times, 2009, 10:72-74.

[5] Yan Liu. Exploration and research on art teaching in preschool education [J]. Everybody 20 12, 20:89+9 1.

[6] Luo Jun, Fan Guangya. How should secondary vocational school teachers treat art education? Art education, 20 1 1, 09: 50-5 1+73.