National Open University Pre-school Education Form Test Mission 2

Answer 1

Since I'm not sure which course of the pre-school education in the Open University of China you are referring to, the following are some of the main points of the pre-school education research methods, principles of pre-school education, and evaluation of kindergarten education quality:

** 1. Key Points of the Physical Examination Task 2 of the Scientific Research Methods of Preschoolers **

1. ** Regarding the preparation of the survey **
- When choosing the test subjects, one had to pay attention to the sample's representation and quantity. Generally, about 400 subjects could meet the requirements for reliability and discrimination analysis. However, considering that the measurement error of the survey method was relatively large, the sample size should be as large as possible within the scope of human and material resources.
- The characteristics of the test subject were related to the form of the survey and the requirements of the text.
- The shortcomings of the survey method included vague questions that could not be answered accurately, the inappropriate number of questions affecting the achievement of the research purpose, the uneconomical time and funding, and the difficulty of using a simple question and answer to explain complicated matters.
2. ** Other research methods **
- Literature review was a systematic and comprehensive narration and comment on the research results and progress of a certain subject or topic in a certain period of time based on a comprehensive collection of literature materials.
- According to whether the procedures and methods of observation and recording were standardized, it could be divided into structured observation and non-structured observation; according to whether the researcher participated in the activities of the observed, it could be divided into direct observation and indirect observation. The methods of observation recording included frequency recording, level recording, behavior verification recording, phenomenon description recording, graphic recording, and so on.
- Unstructured questions were mostly used for exploratory research. For questions that you know more about, you can choose a closed interview. For questions that you know less about, you can choose an open interview. There were two forms of structured interviews. One was to ask questions according to a pre-prepared interview outline and fill in the form. The other was to print the questions and answers on the survey for the interviewee to choose freely.

3. ** Education Experiment **
- In educational experiments, dependent variables should have the characteristics of effectiveness, quantitative, and accurate measurement of response changes. They should not be subjective.
- The benefits of giving independent variables operational definition included making researchers think clearly, reducing the number of concepts or variables used in the subject, and improving the accuracy of communication between scientific researchers.
- Zero-level literature was the most original information written by people who had experienced special events or behaviors.

4. ** Regarding the design of the survey **
- When compiling the scale type of the survey, the scale range of 7 + 2 was better.

** 2." Principles of Pre-school Education " Form Test Task 2: Key Points **

1. ** Theoretically related **
- According to Freud, the id acts according to pleasure.
- Vygotsky believed that the development of human advanced psychological functions was rooted in social interaction.
- From the perspective of education, the formation of good moral character was the core and key to children's socialization.
- The view of children was people's views, concepts, and attitudes towards children.
- Infant aesthetic education is based on the physical and mental characteristics of children, using beautiful things, through various aesthetic ways to cultivate children's feelings and abilities to feel beauty, appreciate beauty, express beauty, and create beauty.
- Children's subjective initiative referred to their ability to choose, absorb, and digest external influences.
- The educational goal of kindergarten has the characteristics of value norm, universal, result orientation and analysis. The four main factors that affect children's physical and mental development are genetics, environment, pre-school education, and children's subjective initiative. The purpose of pre-school education is the general requirement for the development of pre-school children and their training goals determined by a certain society according to its own political, economic, and cultural development requirements and the physical and mental development of the educated. It is the starting point and ultimate goal of pre-school education, and also the basic basis for formulating pre-school education goals, determining content, selecting methods, and evaluating effects.
- From the perspective of the goal system of pre-school education, the goal of activity education is the most basic target element to achieve the goal of pre-school education. The psychological structure of moral character mainly includes three parts: moral cognition, moral emotion, and moral behavior.
2. ** Target related to each field **
- ** Health goal **: To be healthy, emotionally stable and happy in group life; to have good living and hygiene habits, and to have basic self-care ability; to know the necessary general knowledge of safety and health care, and to learn to protect themselves; to like to participate in sports activities, and to be coordinated and flexible.
- ** Language goals **: Willing to talk to people and speak politely; paying attention to what the other person is saying; able to understand everyday language; able to clearly say what you want to say; like to listen to stories and read books; able to understand and speak Mandarin.
- ** Social goals **: Able to take the initiative to participate in various activities, confident; willing to interact with others, learn to help each other, cooperate, and share, compassionate; understanding and abiding by the basic social behavior rules in daily life; able to work hard to do what is within one's ability, not afraid of difficulties, and have a preliminary sense of responsibility; love parents, elders, teachers, and companions; love the collective, hometown, and motherland.
- ** Science field goal **: Be interested in the things and phenomena around you, have curiosity and thirst for knowledge; be able to use all kinds of senses to explore problems; be able to express and communicate the process and results of exploration in appropriate ways; be able to feel the quantitative relationship of things from life and games and experience the importance and interest of mathematics; love animals and plants, care about the surrounding environment, be close to nature, cherish natural resources, and have a preliminary environmental awareness.
- ** Arts field goal **: To be able to experience and enjoy the beauty of the environment, life, and art.

** 3. Key Points of the Form Test Task 2 of "Evaluation of the Quality of Infant Education"**

1. ** Course objective evaluation related **
- Placing the curriculum goal in the children's closest development zone indicated that attention should be paid to whether the curriculum goal was suitable for development.
2. ** Course Quality Evaluation in Various Fields **
- ** Social domain **: Should focus on whether to support the development of children's self-system, whether to guide children to learn, understand and respect others, whether to establish a good teacher-child relationship, whether to guide children to understand and abide by the rules.
- ** Art field **: Should pay attention to whether to create an artistic environment for children, whether to pay attention to cultivating children's artistic imagination and creativity, whether to provide children with freely operational materials, and whether to pay attention to art education in daily life.
- ** Language Domain **: Should focus on whether to create a relaxed and warm psychological environment, whether to give children the opportunity to listen and express themselves, whether to support children's reading, whether to support the provision of writing materials and opportunities.
- ** Health Area **: Attention should be paid to whether appropriate living care is provided, whether appropriate outdoor activities are organized, whether appropriate living and rest systems are formulated and implemented, and whether children's self-development is supported.
- ** Mathematics field **: Should focus on whether to encourage and guide children to operate and reflect, whether it stems from children's life and interests, whether the teacher's teaching language is scientific, whether it can inspire children's thinking, and whether to provide rich and diverse mathematics learning materials.
3. ** Course content, organizational evaluation **
- To evaluate whether the organization of the curriculum content is scientific and reasonable, we should examine whether the arrangement of the curriculum content is logical, whether it gives children the possibility of a variety of choices, whether the proportion is appropriate, and whether it respects the development of children's autonomy.
4. ** Course implementation evaluation related **
- To evaluate whether the implementation of the curriculum gives full play to the children's autonomy, we should pay attention to whether the children are given the opportunity to make independent choices and decisions, whether they are encouraged and guided to plan and reflect, whether they are supported and guided to think independently and solve problems, and whether they respect individual differences.
5. ** Teacher Work Evaluation **
- To evaluate the daily life arrangement of kindergarten teachers, we should pay attention to the implementation of a reasonable work and rest system, establish a good routine, give children the opportunity to make their own choices and decisions, design necessary transition links, and reduce and eliminate the phenomenon of passive waiting.
- To evaluate the guidance of kindergarten teachers on play activities, they should pay attention to giving children enough time to play, giving children enough freedom, giving them observation, providing appropriate guidance, supporting and guiding children to plan, reflect and communicate.
- The consciousness and function of performance evaluation of kindergarten teachers are mainly manifested in the construction of a scientific teacher evaluation system, dynamic supervision and continuous improvement of the quality of class care and education, promotion of teachers 'reflection and communication, promotion of teachers' professional development, diagnosis of the problems existing in the development of the kindergarten, and scientific management based on evidence.
- When evaluating the kindergarten teachers 'implementation of classroom activities, they should pay attention to providing suitable living care and other aspects.
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