美国重视幼教科研

百年大计，教育为本。一个有远见的民族，国家应该是重视 教育的。包括作为基础教育的学前教育。本期我们特约中国科学院研 究员陈厚云先生为我们介绍美国政府重视学前教育的情况，尤其是他 们提出的学前教育研究的重点问题可为我们所借鉴。     

谈谈幼儿教育科研

开展幼儿教育科研活动,贯串在幼儿教育科研全过程的,是幼教科研的各个环节、各项工作都必须遵循的以下各项要求。     

应该重视幼儿教育

日本幼年教育协会会长,山梨大学横地清教授,在北京师范大学就“做为教育场所的保育院、幼儿园应当从初生儿开始进行教育”为题所作的报告,包括:“音声语言教学”、“表现的基础”、“儿童的认识”、“集中教育”、“集中保育的特征和意义”、“日本的幼儿教育的特点”以及“导言”和“结束语”等方面。本刊根据记录整理,选载其中部分内容,供参考。     

绵竹县重视幼儿教育

四川省绵竹县委、县府十分重视教育事业,不断加强对幼教工作的管理,加强师资培训,改善办学条件。全县乡乡建立了中心幼儿园,村村办起了幼儿班,5—6岁幼儿入园率达97%以上。这个县将幼教工作纳入《各级干部工作岗位责任制》,对县、乡、村干部进行考核,做到地方负责,分级管理,工作到人。幼儿园的基本建设由地方负责,幼儿教师的工资由各乡统筹。幼儿教育作为是教育整体改革的一部分,统一由县教育局负责领导和管理。     

要重视幼儿教育

幼儿教育是整个教育事业的一个重要组成部分。发展幼儿教育,提高幼儿教育质量,不仅是解除广大职工、社员“后顾之忧”的有力措施,更重要的是可以加强儿童的学前教育,有效地提高小学教育的起点,促进整个教育质量的提高。 许多研究和实验材料证明,从出生到七岁是人发展最快的时期,特别是大脑生理发展的重要时期,有人把它称为最佳学习期。在这段期间,如果能够给予     

积极开展幼儿教育科研

组织中等师范学校学生学习教育科研理论,开展教育科学研究,是提高未来小学教师教学和研究能力的一项根本性措施.南林师范学校已经开始实践,希望更多的中等师范学校考虑这个问题.     

台湾应重视幼儿教育

环顾目前各先进国家无不十分重视幼儿教育的发展,有许多国家甚至将幼儿教育的最后阶段纳入义务教育范围,例如英、美、以色列等国。其他许多先进国家,虽尚未将学前幼儿教育纳入义务教育或免费教育的范围,但也相当重视幼儿教育。不论在幼教师资的培养、师资     

重视阅读 提升幼儿教育

幼儿在阅读的过程中接受到语言,并发展语言,获得智慧,从而丰富人生经验,幼儿在学习语言的过程中也能够以古鉴今,能够推己及人。也就是说在整本书阅读的过程中,所体现到的智与德是与语言相结合的,在语言被幼儿们接受的同时,智与德也会被幼儿们分享,使得幼儿们有所思、有所悟,吸收更多的正能量,思想境界得到提升。     

重视幼儿教育打折现象

权威人士认为,目前我国幼儿教育总体水平还不高,教师队伍的总体素质、幼儿园的教育保育质量还有待于进一步提高。笔者注意到,在一些条件较好的公办幼儿园,包括一些示范幼儿园也都存在着程度不同的幼儿教育打折扣的现象。一、户外活动打折扣《幼儿园工作规程》明确规定:幼儿户外活动正常情况下,每天不得少于二小时,寄宿制幼儿园不得少于三小时。同时,要求“积极开展适合幼儿的体育活动,每日户外体育活动不得少于一小时”。然而在现实生活中,幼儿园中能够保质保量坚持的却不多,有的每天仅一个来小时,有的是敷衍了事,有的遇上天气不好时,干脆把…     

我国古代重视幼儿教育

我国古代一直非常重视幼儿教育,认为人材不能依靠自然成长必须经由教育培养而成。《礼记·内则》中就有关于西周实施“六艺”教育的记载。据说,婴儿到了能自己拿东西吃时,就开始教他使用右手;到了能说话时,便教他应诺。对男婴儿就教他应答“唯”,对女婴儿就教她应答“俞”。小孩到了六岁,就教以简单的数字和东南西北等方位的名称。七岁以后,就教以男女有别和不同席、不共食、以及出入门户、入席饮食等必后于长者的礼节。《大戴礼记     

Issues in early childhood education

Abstract

This paper raises some of the key issues affecting the educational opportunities of children from birth to seven. These include: services for children under five, four‐year‐olds in primary school classes, equal opportunities, training and status of early years professionals. The paper emphasises the influence of concepts of early childhood and the need for UK policy makers to recognise babies and very young children as people, and to acknowledge their capabilities.     

美国鼓励说中国普通话

美国教育部部长玛格丽特·斯佩林斯称，随着中国的崛起，流利说中国普通话对于美国学生来说已变得“极其重要”。[第一段]     

Schematising activities in early childhood education

The purpose of this study was to determine the importance of introducing schematising to children in early childhood and to determine whether schematising can be taught to children. This was done using a longitudinal, quantitative study with a quasi-experimental design (N = 133). In this study, the use of schematising was taught to an experimental group of children to determine if it is possible to realise significantly improved results in schematising tasks for an experimental group in comparison to a control group of children who were not taught schematising. Pupils in the experimental group demonstrated significantly better results on schematising, which cannot be explained by maturation. In our future research, we will investigate the mathematical performances of these experimental and control groups in the next grade of the primary school curriculum.     

Avoiding sexism in early childhood education

Conclusion Television, other media, and adults in their daily interactions give children cues about what's appropriate for girls and for boys. It is the daily, continual combination of these events, occurring without thought of the hidden messages they convey to children, which creates an environment organized around sex roles. The message to all of us who work with young children is clear: Provide equal access of space and materials to every child; expect children to engage in all kinds of activities regardless of sex; expect children to exhibit a full range of behavior and reinforce them without regard to sex; and, finally, “liberate” the teacher's role by providing equal access and choices to adults and expecting a full range of responses from men and women alike. Above all, we must recognize that the maintenance of sexist environments and practices prevents every one of us from realizing his or her fullest potential.     

Defining professional needs in early childhood education

This article describes a research project, ‘Improving Learning: The Pupils' Agenda’ (supported by the Nuffield Foundation) in which a team of researchers from Homerton College, Cambridge and the University of Keele, investigated how schools were listening and responding to pupils' perspectives on effective teaching and learning. An account of the project is presented, outlining how the team carried out the investigation and the three themes on which was based. The article goes on to look at the strategies being developed in primary schools, using extracts from the data to illustrate the impact of these strategies in schools. In conclusion it is suggested that the answer to the question posed in the title — can listening and responding to pupils' views give new directions for school improvement — is clearly ‘yes’ and that the advantage of taking this approach lies principally in its potential for improving pupils' attitudes to learning.     

Teachable-moment-oriented curriculum practice in early childhood education

This study explores aspects of teachable-moment-oriented curriculum practice by questioning whether a teacher's teachable moment is relevant to the learner's 'learnable moment'. For teachable-moment-oriented curriculum practice to result in developmentally and culturally appropriate meaningful learning, transforming the identity between learner and teacher seems imperative. Data collected from naturalistic settings in various teacher education contexts over the last few years are used. Both prospective and in-service teachers' images of teachable-moment-oriented curriculum practices are presented