Cui Liling, head of Nanjing Gulou kindergarten, is a senior teacher. She is also the national supervisor, the supervisor of Jiangsu People's educator training project, the practice supervisor of Nanjing University's master of education, and the practice supervisor of Nanjing Normal University's master of education.
The Gulou kindergarten on the high post of Nanjing Gulou used to be Chen Heqin's home. It has been nearly a hundred years since the private kindergarten started.
In the light of the verdant culture of the ancient city, Guyou, with "living education" as its soul, strives to practice the pursuit of "exploring a popular and scientific way of early childhood education suitable for China's national conditions" put forward in the early stage of school running, so as to realize Chen Heqin's long cherished wish of "all for children".
The essence of "living education": the foundation of curriculum culture
"Living education" is Chen Heqin's educational advocacy for the old education, which is an educational theory gradually formed and developed through reform and innovation and long-term educational practice. What was the old education? Chen Heqin summed up a word of "death". He believed that this kind of old education, which focuses on instilling knowledge, suppresses children's initiative and enthusiasm in learning, confines children's thoughts in books, and restricts children's activities in the classroom. What is "living education"? Chen Heqin thinks that "education without death" is to oppose the education of death that buries human nature, and the education of death that reads death books. It wants to destroy the shackles of traditional education and liberate the masters of new China from the abyss of indecision. He believes that "living education" should first firm its faith with three goals: to be a human being, to be a Chinese, to be a modern Chinese; to be a middle school teacher, to be a middle school teacher, and to make progress in doing; and nature and society are our living teaching materials. "Live education" is "forward, lively and lively education". Teachers should "teach live books, live teaching, live teaching", and children should "read live books, live reading, live reading".
The theory of "living education" includes three goals, seventeen teaching principles, four steps of learning, five finger activity plan, thirteen basic principles of discipline, etc. as the product of the new and old education reform in modern China, the theory of "living education" not only influenced the development of preschool education in that year, but also guided the development of preschool education in China in the past hundred years. Up to now, it has also influenced modern preschool education Important guiding significance.
The first experimental research center of early childhood education in China
In the early days of running a kindergarten in Gulou, the disadvantages of religious, foreign and unscientific curriculum are serious. Although Chen Heqin has studied in the United States for many years, he doesn't think it's a shortcut to imitate the United States and copy. He always insists on making foreign things serve China, facing the society and paying attention to practice. Chen Heqin believes that to make kindergarten education Chinese and scientific, we should first start with curriculum reform, and only the content that meets the needs of children is the appropriate teaching content. Based on this idea, they formulated four principles:
1. All courses are children's own, not teachers', nor parents' or other decorations in society;
2. All courses were spontaneous activities of local children at that time and could not be copied from others;
3. The teacher's responsibility is only to provide children's inquiry and various application materials, and guide children's required materials;
4. Pay attention to children's physical health and lively movements, and do not want children to accept many rigid knowledge and polite manners such as puppet.
In the publication of living education, Chen Heqin wrote that "we should teach in doing, learn in doing and strive for progress in doing". The "doing" here is the combination of knowing and doing. The "teaching" here is based on experience. The "learning" here is active learning after interest germination. Only when there is a real connection between "doing", "teaching" and "learning", can teaching be effective. "We should replace passivity with automatism, inspiration with perfusion, positivity with passivity, living knowledge with dead books, and amity with authority.".
In the course experiment, according to the educational goal of "being a man and a Chinese", Chen Heqin adopted "the whole teaching method", and put forward that the curriculum should be compiled according to the activity unit and activity center system. The selection of curriculum content should pay attention to children's living environment, organize the curriculum with the nature society as the center, make the curriculum become a system and make each subject connect with each other The "five finger activity" plan of health, society, science, art and Chinese should be carried out. Just as the five fingers grow on the palm of the hand and are alive, scalable and interconnected, all children's activities should be interconnected and continuously developed in children's life, intelligence and body. This kind of "living" centered organization breaks the traditional branch teaching, embodies the view of children's complete life, and highlights the main position of children in learning. In the implementation of the unit, Chen Heqin emphasizes to learn in the way of game and small group, and to meet the needs of children's age, intelligence and interest by teaching in groups and treating differently.
As an experimental Park affiliated to the Education Department of Southeast University, Gulou kindergarten not only provides Chen Heqin with a field for educational experiments, breeds the theory of "living education" in China, but also becomes the first experimental research center of early childhood education in Chinese history. In the early experiment of drum kindergarten, the teachers have strengthened their theoretical foundation, research ability and practical spirit, which has become the spirit of drum kindergarten.
The birth of barley: the first kindergarten curriculum standard in China
Chen Heqin not only wants to make Drum Tower kindergarten follow the Chinese, scientific and popular way of preschool education, but also wants to promote the experimental results of Drum Tower kindergarten across the country. He said:
"The purpose of our kindergarten education is to plant wheat in the field, so that all kindergartens in urban and rural areas can receive scientific enlightenment education. But you know that wheat is needed to grow in the field. Where does the wheat come from? Of course, they can also buy from foreign countries. But can wheat purchased from foreign countries adapt to the soil and climate of China? I run Gulou kindergarten to provide Chinese wheat seeds for the field
In October 1928, the Ministry of education of the national government hired experts under the charge of Chen Heqin to compile the curriculum standard of the Kindergarten Based on the curriculum experiment of Gulou kindergarten. During this period, Gulou kindergarten successively published such books and periodicals as curriculum, reading method, equipment, unit teaching in kindergarten for one year, children's story, children's song, children's game, children's rhythm, children's life sketch, etc. these experimental results became the basis for the issuance of kindergarten curriculum standards later. In October 1932, the Ministry of education of the national government officially published the kindergarten curriculum standard (revised in July 1936). Since then, China has its own unified kindergarten curriculum standard.
The kindergarten curriculum standard includes three parts: the general goal of kindergarten education, the scope of curriculum and the key points of education methods. The general objectives of preschool education are: to improve the physical and mental health of the children; to strive for the happiness and happiness of the children; to cultivate the basic good habits of life; to assist the family in the upbringing of the children and strive for the improvement of family education. The scope of the course includes music, story and nursery rhymes, games, society and nature, work, rest, meals and other seven items, each of which also specifies specific objectives, contents and minimum requirements of the course. There are seventeen educational methods, which list in detail the organizational strategies of children's study and life in the kindergarten.
As the first kindergarten curriculum standard in the history of early childhood education in China, kindergarten curriculum standard not only absorbs western educational thoughts, but also based on local educational practice, fully embodies the spirit of national and scientific integration of Chinese and Western culture. With the promulgation of kindergarten curriculum standard, the curriculum achievement of unit teaching has become the forerunner of the sinicization and scientization of early childhood education. It has made outstanding contribution to consolidate and develop the early education experiment in China, and promote the development of kindergarten curriculum in China to the direction of sinicization and scientization.
All for children: the fourth reconstruction of unit Curriculum
The theory of "living education" is not only the basic theory of kindergarten based curriculum construction and development, but also the experimental fire of all kindergarten work based on theory, rational thinking and continuous change.
Since the 1980s, Gulou kindergarten has been in the wave of educational reform, once again embarking on the journey of unit curriculum construction and development. On the basis of early unit teaching experiments, a new round of curriculum research takes "living education" as the root of culture, adheres to the children's position of "children oriented", and“ Being human, being Chinese, being modern Chinese, nature, big society, all living teaching materials, learning by doing, teaching by doing, and striving for progress by doing are the goals. Through the three stages of collectivization, grouping and individualization, we can find out a scientific and popular course path suitable for China's national conditions.
In the research, teachers follow the formulation strategy of "Presupposition first, generation second", pay attention to the "freshness" of educational content, the "flexibility" of form, and the "activation" of effect, and explore "going out of campus, living in front" ”"Experience first, inquiry first", "layered guidance, children first" initiative learning and education strategy, put forward "half way model law" and "home education 101 claims"“ The concept of "every day's life is a course" makes the educational process a process of children's spontaneous generation, voluntary participation, active exploration and independent construction, embodies the "living" educational thought and reform spirit, and forms a distinctive garden based course feature.
The present unit courses are arranged in the form of coordinates of longitude and latitude. The longitude coordinate is the knowledge content that needs to be transferred by the social culture and corresponds to the characteristics of children's age, and the latitude coordinate is the content that corresponds to the discipline logical system structure and the educational law. This arrangement not only leaves the trace of five finger activity in the unit content, but also ensures the step-by-step process of children's learning. Teachers, children, teaching materials and environment form an interactive "living education" system. In this "living" system, the content of curriculum is constantly generated, and the meaning of "living education" is constantly enlarged. "Presupposition" and "generation" transform the curriculum from planning to a kind of resource, and enable educators to find a channel between respecting educational laws and respecting children.
In any class of drum kindergarten, you can see the observation record book, observation card, then signature, growth file Teachers regard observation of children's behavior as an important way to understand children. Through observation, recording and analysis, they can find children's interests, understand different children's learning methods and problem-solving process, pay attention to the interaction between children and their peers, understand their real ideas, so as to respond to the information sent out by children's language, expression, action and works purposefully, so as to make education strategies more effective It is more effective to make scientific teaching possible.
In addition to teachers' observation and recording of children, we also launched parents to record children and let children record themselves. The record of parents shows the concept and strategy of family education, as well as the response to curriculum implementation, and realizes the role transformation from supporter to participant. Children's records enable them to plan, work and review their active learning and realize the teaching principle of "living education". Observation and recording let adults enter the world of children, let the process of education start from children, and then return to children.
"Play is children's work, play is children's life", this is Chen Heqin's entrustment