Are the examination contents of primary school teachers and kindergarten teachers the same?

the content of the test center of preschool education in p>21 Chapter 1: The emergence and development of modern preschool education

Learning objectives

1. Memorize the basic concepts of preschool education and preschool education;

2. Understand the significance of early childhood education;

3. Grasp the emergence and development of preschool education;

4. master the main characters' thoughts on early childhood education.

outline of core content

1. Concept and significance of early childhood education

(2) Developing brain potential and promoting intellectual development

(3) Developing personality and promoting the healthy development of personality

(4) Cultivating aesthetic feeling and promoting the development of imagination and creativity

2. Emergence and development of early childhood education

1. In primitive society, the productivity is low and there is no class. The primary task of early childhood education is to ensure the survival of young children. In feudal society, the children of the ruling class have the opportunity to receive education. At this time, early childhood education is mainly carried out in the family. In capitalist society, the productive forces have developed greatly, and independent preschool education institutions have emerged.

2. The emergence and development of early childhood education institutions

(1) The birth of the world's first kindergarten: German early childhood educator, known as the "father of kindergarten" by the world, founded the world's first truly meaningful early childhood education institution, which was officially named kindergarten in 184.

(2) Development of early childhood education institutions

① Development of foreign early childhood education institutions: First, the number of early childhood education institutions has increased rapidly; Second, preschool education institutions are becoming more and more diversified; Third, the quality of early childhood education is constantly improving.

② Early childhood education institutions in China: Since 1978, early childhood education institutions have gradually developed, and the forms of running schools have also begun to diversify. Especially after 1989, the state promulgated a series of management laws and regulations, which made the management of preschool education in China step into the track of standardization and legalization.

(3) The main ideas of early childhood education

① Locke (1632 ~ 174):

First of all, Locke put forward the famous "whiteboard theory". Secondly, he proposed that the purpose of education is to cultivate gentlemen.

② Rousseau (1712 ~ 1778):

Rousseau pointed out that education should conform to nature and emphasized that education should cultivate "natural people". His masterpiece "Emile" focuses on his "natural education theory".

③ Floppel (1782 ~ 1852):

In the middle of 19th century, Floppel in Germany founded the world's first kindergarten, and set up a whole set of preschool education theories, corresponding educational methods, teaching materials and toys. His main thoughts on early childhood education are: first, the principle of children's self-development; Second, game theory; Third, the principle of coordination; Fourth, attach importance to parenting education.

④ Dewey (1859 ~ 1952):

Dewey put forward the concept of "education is life" on the philosophical basis of naturalism theory. He emphasized the acquisition of students' direct knowledge, advocated "learning by doing" and established a new curriculum view. On the issue of teachers and students, he put forward the view of "child-centered theory".

⑦ Zhang Xuemen (1891 ~ 1973):

Zhang Xuemen opposed naive education aimed at cultivating scholar-officials and religious believers, and advocated naive education aimed at developing children's personality and transforming the Chinese nation. He and Chen Heqin of Nanjing are known as "Southern Chen and Northern Zhang".

⑧ Chen Heqin (1892 ~ 1982):

In 1923, Mr. Chen Heqin founded the earliest experimental center of early childhood education in China-Nanjing Gulou Kindergarten, and founded the theory of "living education", and devoted his life to exploring the China, civilian and scientific road of early childhood education. His theoretical viewpoints of early childhood education are as follows: first, he advocates China-style early childhood education suitable for the national conditions; Second, oppose death education and advocate living education; Thirdly, put forward the kindergarten curriculum theory; Fourth, attach importance to the cooperation between kindergartens and families.

⑨ Piaget (1896 ~ 198):

Piaget's view of preschool education is based on his theory of child psychology, the core of which is "genetic epistemology".

(4) Development of China's preschool education system

At present, kindergartens in China have become a part of China's educational system. In the course of development, the more important laws and regulations affecting kindergarten education are: the kindergarten curriculum standards promulgated by the Ministry of Education in October 1932; Kindergarten Regulations promulgated by the Ministry of Education in December 1939; Provisional Regulations for Kindergartens (Trial Draft) and Provisional Teaching Outline for Kindergartens (Trial Draft) formulated in 1951; The Outline of Kindergarten Education promulgated in October 1981; Rules for Kindergarten Work, officially implemented in June 1996 (tried out in 1989).

content of the test sites of the p>21 preschool education examination Chapter II: kindergarten education objectives, tasks and principles

learning objectives

1. Understand the connotation of kindergarten education objectives;

2. Understand the basis for setting kindergarten education goals;

3. Clarify the dual tasks of kindergartens;

4. Master the principles of kindergarten education.

Outline of core content

I. Objectives of kindergarten education

1. Connotation of kindergarten education objectives

Kindergarten education objectives are the concretization of educational objectives at this stage of kindergarten education, the specifications and requirements put forward by the state for training people in kindergartens, and the unified guiding ideology of all types of preschool education institutions in China.

2. Basis for formulating kindergarten education goals

(1) According to the objective requirements of social development

(2) According to the laws of children's physical and mental development and their needs

3. Problems that should be paid attention to when formulating specific kindergarten education goals

(1) The method of decomposing education goals should be appropriate

(2) The coverage of education goals should be comprehensive

(3)

② Protect children's legal rights.

(2) the principle of promoting children's all-round development

The principle of promoting children's all-round development means that teachers should pay attention to:

① children's development is a whole development rather than a one-sided development when making educational plans and designing educational activities;

② Children's development should be coordinated;

③ The development of children is the development of individuality.

(3) The principle of facing the whole and attaching importance to individual differences

① Education should promote the development of every child;

② Education should promote the development of every child on the original basis;

③ Various organizational forms promote children's development.

(4) The principle of making full use of the educational resources of children, families and society

2. The principle of kindergarten education

(1) The following points should be made clear when grasping this principle:

① Conservation and education are the two major tasks of kindergartens;

② Conservation and education are interrelated and permeated with each other;

③ Conservation and education are realized in the same process.

(2) the principle of taking games as the basic activity

(3) the principle of educational activity and diversity of activities

① the activity of education;

② Diversity of educational activities.

(4) Principles of giving full play to the overall educational function of one-day activities

① Various activities in one-day activities should not be neglected;

② all kinds of activities must be organically integrated into a whole.

Contents of the test sites of the p>21 preschool education examination Chapter III: All-round development education in kindergartens

Learning objectives

1. Memorize the meaning of all-round development education for preschool children;

2. Grasp the significance of children's all-round development education;

3. Understand the relationship between physical education, intellectual education, moral education and aesthetic education;

4. master the concepts, objectives and contents of children's physical, intellectual, moral and aesthetic education;

5. master the ways and problems that should be paid attention to in the implementation of children's physical, intellectual, moral and aesthetic education.

outline of core content

I. All-round development education and the development of children

1. The meaning of all-round development education in kindergartens

All-round development education in kindergartens refers to the premise of the reality and possibility of children's physical and mental development, aiming at promoting children's all-round and harmonious development in physical, intellectual, moral and aesthetic aspects, and implementing it in ways, methods and means suitable for children's physical and mental development, with a view to cultivating children's basic quality.

2. the significance of all-round development education in kindergartens

(1) the significance of the four educations of body, intelligence, morality and beauty

(2) the relationship between the four educations of body, intelligence, morality and beauty

2. Children's physical education

1. The concept of children's physical education

Children's physical education refers to the physical growth and development of children carried out in kindergartens.

2. Objectives and contents of children's sports

(1) Objectives of children's sports

(2) Contents of kindergarten sports

① Promoting children's healthy growth;

② developing children's basic movements;

③ cultivate children's good habits of life and hygiene;

④ Enhance children's awareness of self-protection.

Third, children's intellectual education

1. The concept of children's intellectual education

Children's intellectual education is an educational process that purposefully and systematically enables children to acquire superficial knowledge and skills, develop their intelligence, enhance their interest in knowledge around them, learn "how to learn" and develop good study habits.

2. the goal and content of children's intellectual education

(1) the goal of children's intellectual education

the goal of children's intellectual education is to cultivate children's interest in learning and desire for knowledge, develop children's intelligence, and cultivate their basic skills and abilities to use a variety of senses and languages correctly, as well as their preliminary practical ability.

(2) The content of children's intellectual education

① Developing children's intelligence;

② Guide children to acquire superficial knowledge;

③ Cultivate children's interest and desire for knowledge and good study habits.

3. Implementation of children's intellectual education

(1) Ways of children's intellectual education

① Organize various forms of educational activities to develop children's intelligence;

② Create a relaxed and free environment for children to move independently.

(2) Problems that should be paid attention to in the implementation of children's intellectual education

① Deal with the relationship between intelligence and knowledge and skills;

② Pay attention to the cultivation of children's non-intelligence factors;

③ Pay attention to the structure of children's knowledge.

iv. moral education for children

1. the concept of moral education for children

moral education for children is the initial stage of moral education, which is a moral education for children according to their physical and mental development characteristics and actual situation.

2. Objectives and contents of children's moral education

(1) Objectives of children's moral education

(2) Contents of children's moral education

① Developing children's sociality;

② developing children's personality.

3. Implementation of children's moral education

(1) Ways of children's moral education

① Daily life is the most basic way to implement children's moral education;

② Specialized moral education activities are effective means to implement children's moral education;

③ Use games to cultivate children's good moral behavior.

(2) Problems that should be paid attention to in the implementation of children's moral education

① Love and respect children;

② implementing moral education according to the law of moral education;

③ Pay attention to the skills of guiding children's behavior.

v. aesthetic education for children

1. the concept of aesthetic education for children

aesthetic education for children is a part of aesthetic education, which is based on the physical and mental characteristics of children, and uses beautiful things and rich aesthetic activities to cultivate children's interest and ability to feel and express beauty.

2. the goal and content of children's aesthetic education

(1) the goal of children's aesthetic education

(2) the content of children's aesthetic education

① to cultivate children's aesthetic feelings;

② Cultivate children's aesthetic perception;

③ Cultivate children's aesthetic imagination and creativity.

3. Implementation of children's aesthetic education

(1) Ways of children's aesthetic education

① Art education is the main way of children's aesthetic education;

② Children's daily life is an important way of aesthetic education;

③ Nature and society are the vast world for children's aesthetic education.

(2) Problems that should be paid attention to in the implementation of children's aesthetic education

① Kindergarten aesthetic education is for all children;

② attaching importance to cultivating children's sound personality through aesthetic education;

③ Attach importance to cultivating children's imagination and creativity.

Contents of the test sites of the p>21 preschool education examination Chapter IV: Teachers and children

Learning objectives

1. Understand the status, rights and obligations of preschool teachers;

2. Master the necessary qualities and abilities of preschool teachers;

3. Understand the relationship and function between children and teachers;

4. master the strategies to promote the relationship between children and teachers.

outline of core content

1. Preschool teachers

1. Preschool teachers' status, rights and obligations

A. Guidance must have correct educational concepts;

B. Guidance must understand children and follow the laws of their physical and mental development;

C. flexibly change the role of teachers and the guidance methods.

Second, the relationship between children and teachers

1. Children's view of children refers to the sum of the understanding, views and a series of concepts related to children.

2. the change of children's outlook and its influence on early childhood education

3. the interaction between children and teachers

1. the development of children

(1) the development of children depends on the interaction between individual factors and the environment

(2) the interaction between children and the environment is realized in activities

① activities.

② Children's activities:

A. Children's physiological activities; B. psychological activities of young children; C. Children's practical activities.

2. Some characteristics of children's development in modern society

(1) acceleration of children's physical development

(2) changes in children's psychology

3. Teachers' "teaching" and children's "learning"

(1) teachers' "teaching" activities

① direct "teaching" methods.

② indirect "teaching" method;

③ Teachers are the main body of "teaching".

(2) Children's "learning" activities

① Children are the main body of their own learning;

② children's "receptive learning" and "discovery learning":

a. receptive learning; B. Discovery learning.

③ internal and external factors that affect children's learning.

4. Strategies to promote the interaction between teachers and children

(1) Give full play to the leading role of teachers

(2) Problems to be paid attention to when "teaching" directly

① Change one-way "teaching" into two-way communication;

(2) changing single verbal instruction into diversified educational means;

③ Pay attention to emotional effect;

④ Pay attention to the individual differences of children and teach them according to their aptitude;

⑤ Pay attention to "teaching" at random;

⑥ direct "teaching" and indirect "teaching" are combined.

(3) Problems to be paid attention to in indirect "teaching"

① Combination with direct "teaching";

② correct role orientation;

③ Age characteristics and individual differences of children with environmental adaptation.

content of the test sites of the p>21 preschool education examination Chapter 5: Kindergarten environment

Learning objectives

1. Understand the meaning and characteristics of kindergarten environment;

2. master the factors that affect the environmental quality of kindergartens;

3. Master the principles of kindergarten environment creation;