What are the special courses in Guangxi kindergarten?
There were many special courses in Guangxi's kindergarten. For example, the fifth kindergarten of Bama Yao Autonomous County in Hechi City set up indigo course demonstration class, set up "dyeing workshop" and "indigo planting area", so that students can experience intangible cultural heritage skills through labor practice such as planting indigo and protecting indigo. Tiandong County No. 3 kindergarten took the opportunity of "March 3rd of Guangxi Zhuang people" to carry out the "March 3rd Beauty of Zhuang Village" experience course with local ethnic characteristics. The small class made dyed eggs, the middle class made wormwood glutinous rice cake, and the large class made five-color glutinous rice. Beihai City No.1 kindergarten built a special curriculum with the theme of Beihai local culture, from creating the environment of the Tanjia characteristic garden (such as creating the atmosphere of the Tanjia characteristic garden, creating the cultural courtyard of the Tanjia style, creating the Tanjia characteristic theme wall, creating the Tanjia characteristic activity area), constructing a series of themed activity courses (including the "Tanjia fishing village" and other theme sections), and carrying out a variety of educational practice activities (such as the middle class "walking into the old street" activity, the big class "walking into the overseas Chinese port" activity) and other aspects of exploration and research. In addition, there were special military training courses in the kindergarten. Read more exciting novels for free
What are the potential development courses in kindergarten?
The kindergarten's potential development courses included the following: 1. ** Whole-brain Development Course **: For example, the Whole-brain Development Course for the Seven Abilities of Learning and Thinking. It is suitable for kindergarten children in the three stages of primary, middle, and senior classes. Every day, they will have 10 minutes of thinking enlightenment training. The questions are rich and interesting, and it is easy to understand with pictures. It includes content such as counting how many teeth there are, connecting them, etc. There are also 15 thinking children's songs, gestures, and dances, and 40 math videos. There was also a 1200 questions course for children's whole brain development. After the age of two, they would have 10 minutes of whole brain development and logical thinking training every day. It would help to improve logical thinking, concentration, observation ability, imagination, and so on. It would stimulate the baby's potential in the game, including cognitive ability, comparison classification, and general knowledge of life. 2. ** Art Potential Course **: For example, the kindergarten art potential course launched by the Garden Outer Garden and Grand Joy Garden uses the after-school time to stimulate the children's aesthetic interest, develop their intelligence, and delight their body and mind through art activities. The curriculum included broadcasting, dance, clay lessons, Go, music, and many other art forms. In the process of developing children's artistic potential, it advocated the educational philosophy of "respect, tolerance, and guidance." 3. ** Special Language Course **: For example, Special Language Course for Potential Development in Nurseries-Children Speak with Pictures in Small Classes. Classes like this are helpful for the development of children's language ability. 4. ** Diverse Themed Potential Course **: For example, the Diverse Themed Course of Tiger Cub Preschools. It is suitable for children aged 4 - 8 years old and covers the first and second volumes of the primary, middle, and senior classes. 5. ** Right Brain Potential Development Course **: suitable for children aged 3 - 6 (kindergarten stage). This stage is the sensitive peak period for the development of the right brain potential and the potential excavation period. Through physical activity, sensory contact, language interaction and other aspects of stimulation, the right brain potential training can help to cultivate the child's sense of order, concentration, self-control, hand-eye coordination, memory, innovative thinking, sensory integration ability, etc. For example, through fixed-point staring card training to improve the child's concentration and visual mirror image, the operation method is to stand up with both elbows parallel to the line of sight, 20 centimeters away, and stare at the center circle for 20 - 30 seconds. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Guangxi du 'an county hope kindergarten
Du 'an County Yinghui Hope kindergarten was founded in July 1997. It was a private kindergarten approved by the relevant departments of the county. The garden covered an area of 1800 square meters. The garden had a beautiful environment, lush trees, and was equipped with novel and unique children's toys. Since its establishment, it has adhered to the concept of "love and dedication, service to parents, courage to forge ahead, and create characteristics". Through the development of cultural and sports activities, it has won many awards in the county's art competition. In terms of school conditions, the hardware facilities were constantly improving. It was planned that all the children's dormitories would be equipped with air conditioning, the teaching classes would be equipped with televisions, VCD machines, and connected to the cable television network. The newly built children's canteen would be fully functional, clean and tidy, and the comprehensive building would also be updated. In terms of teachers, there were 8 classes, more than 300 children, and more than 10 teaching staff. It was a highly educated and high-quality team that adhered to the concept of "child-oriented, love as the soul". In terms of curriculum, according to the early childhood education outline, the children were divided into small classes, small classes, middle classes, large classes, and pre-school classes. The teaching content included reading and counting, nursery rhymes, early childhood English, early childhood general knowledge, early childhood singing and dancing, and understanding Pinyin. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What kind of courses are generally taught in kindergarten?
The kindergarten curriculum was rich and varied, mainly including the following aspects: 1. ** Cultivation of living ability **: Focus on cultivating children's personal habits of hygiene, such as washing hands before and after meals, brushing teeth and gargling, etc., to protect the child's health. 2. ** Cultivation of learning ability and habits **: Firstly, the children should learn safety signs and master basic traffic rules to enhance their self-protection awareness. Secondly, the selection of curriculum content should be compatible with the curriculum objectives. These objectives reflect the expectations of society for children's development and the needs, rules, and characteristics of children's physical and mental development. The curriculum content should reflect the requirements for children's physical, ability, and emotional attitude cultivation in the objectives. 3. ** Comprehensive Knowledge and Skills **: - ** Comply with the needs of children's development **: Starting from the needs of children's physical and mental development, including physical, cognitive, language, sociality, emotions, creativity, etc., sports, language, mathematics, science, society, music, art, etc. may be involved to promote the balanced development of children. At the same time, the contents of each field have special educational effects on the physical and mental development of children and cannot be replaced by each other. - ** Age adaptation **: Choose content that is suitable for children's age and life. Don't impose knowledge and skills that are suitable for primary school on children. - ** Connecting life experiences and interests **: To provide children with content that they can see and touch, so that they can feel and experience it personally. It can be connected to children's real life experiences and interests, such as nature and related things in society. - ** Ability Requirement for Children **: The content of the course is suitable for children's abilities and development needs. 4. ** Special courses **: Common courses include art, sports (such as basketball), science, picture books, mathematics, etc. However, not all of these courses can be called special courses. 5. ** Bilingual-education-related content **: Including the meaning, model, theoretical basis, and other aspects of Bilingual-education (targeted at the kindergarten with Bilingual-education). 6. ** Course implementation plan related **: The content of the course will be close to the children's life. At the same time, the main analysis indicators of the children's development level should be considered. The requirements and content of the course implementation should be in line with the development of most children, and the case education should be established for children with obvious differences in individual development. In addition, the kindergarten was not allowed to teach the content of the primary school curriculum, nor could it adopt the primary school education method. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The latest notice of the opening of the kindergarten in Guangxi Province
The following are the relevant arrangements for the opening of kindergarten in some areas of Guangxi: - "In NanNing City, the school's opening date will be based on the 2023 - 2024 school year's primary and secondary school calendar. Classes will start on September 2, 2024. - Liuzhou City: The kindergarten will follow the arrangements of the first to eighth grades of compulsory education schools. The new school year will begin on September 2,2024. - Guilin City: The kindergarten and special education schools will be implemented according to the arrangements of the first to eighth grades of compulsory education schools, starting on September 2,2024. - Fangchenggang City: The kindergarten will follow the arrangement of compulsory education schools. The first to eighth grades will start the new school year on September 2, so the kindergarten will start the new school year on September 2, 2024. - Qinzhou City: The kindergarten will follow the arrangement of compulsory education schools. The first to eighth grades will start on September 2, 2024, so the kindergarten will start on September 2, 2024. - Guigang City: The kindergarten and special education schools will follow the arrangements of compulsory education schools. The new school year will begin on September 2, 2024. - Yulin City: The kindergarten will start school from August 31 to September 1, 2024 (registration and registration). Classes will officially start on September 2. - Baise City: Unable to find the start time of kindergarten, unable to answer accurately. - Hezhou City: The kindergarten will be registered from August 31 to September 1, 2024. Classes will officially start on September 2. - Hechi City: The kindergarten will follow the arrangement of compulsory education schools. The first to eighth grades of compulsory education will start on September 2, so the kindergarten will start on September 2, 2024. - Laibin City: Unable to find the start time of kindergarten, unable to answer accurately. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the reflection and improvement measures for kindergarten construction courses
The following is an example of reflection and improvement measures for kindergarten construction courses: ##1. Reflection ###(1) Course objectives 1. * * Suitableness of target setting ** - There might be situations where the target was too high or too low. If the goal is too high, the child may feel frustrated because it is difficult to achieve it; if the goal is too low, the child's development potential cannot be fully stimulated. For example, in terms of the complexity of the structure, it might be too difficult for small children to build works with complex spatial structures. - The comprehensiveness of the target was still to be considered. It was possible that they had paid too much attention to the cultivation of building skills and neglected the comprehensive development of children's spatial cognition, cooperative communication, creative thinking, and so on. 2. * * Match between the target and the child's interest ** - Sometimes, the curriculum goals did not fully consider the interests of the children. For example, the goal of building a model according to a specific model was set, but the child might be more interested in free creative construction, which led to the child's enthusiasm to participate in the course. ###(2) Course content 1. * * Diverse content ** - The variety of construction materials might not be rich enough. If only a limited number of building blocks were provided, it would be difficult for children to make a variety of building attempts, limiting their creativity and imagination. For example, materials that lacked special shapes or materials, such as flexible building blocks or wooden components with natural patterns. - The theme was relatively simple. It always revolved around common topics such as houses and bridges. It lacked novelty and could not continue to attract the attention of young children. 2. * * Difficulty level of content ** - The difficulty level of the content lacked a reasonable transition. It was possible to jump directly from simple construction to complex construction without a transition stage, making it difficult for children to adapt to the learning rhythm. ###(3) Teaching Methods 1. * * Teacher Guidance Method ** - Teachers might be over-instructing. In the process of building, the teacher frequently interfered with the creativity and operation of the child, causing the child to lose the opportunity to explore independently. For example, he could directly tell the child how to build it instead of guiding the child to think about the solution to the problem. - The guidance was not targeted. Individual guidance could not be carried out according to the development level and characteristics of each child. The same guidance strategy could be used for children with strong and weak abilities. 2. * * Teamwork Guidance ** - In the course that involved group building, the teacher's guidance on group cooperation was insufficient. Children may not be clear about their roles and tasks in the group, resulting in low efficiency in group cooperation. It is easy for individual children to lead or conflict between children. ###(4) Course Evaluation 1. * * Single evaluation criteria ** - They often only focused on the appearance of the final building, such as whether it was solid, beautiful, etc., and ignored the evaluation of the child's efforts, creativity, and cooperation ability in the construction process. 2. * * Single evaluation subject ** - The main body of evaluation was teachers, and there was a lack of self-evaluation and mutual evaluation between children. This would not be able to give full play to the multiple functions of evaluation, and it would not be conducive to the development of children's self-awareness and critical thinking. ##2. Modification ###(1) Course objectives 1. * * Target setting optimization ** - Re-evaluate and adjust the difficulty level of the goal according to the child's age characteristics and development level. For example, children in the lower class could aim for simple building skills such as piling up and laying flat. Children in the middle class could increase their exploration goals for structural stability. Children in the upper class could further involve the construction of complex structures and spatial planning. - To ensure the comprehensiveness of the goal, the development of spatial cognition, cooperation and communication, and creative thinking were included in the goal system. For example, the goal was for the child to be able to use spatial vocabulary to describe his or her own work during the construction process, or to be able to work with a partner to complete a creative construction project. 2. * * Pay attention to children's interests ** - Before the start of the course, through observation, investigation and other methods to understand the interests of the children, the elements of interest of the children will be integrated into the curriculum objectives. For example, if children were interested in space exploration, they could set goals such as building a space station. ###(2) Course content 1. * * Rich and diverse content ** - Increase the types of construction materials. In addition to traditional building blocks, they could also introduce waste items such as paper boxes, cans, straws, and some new construction materials such as magnetic sheets and snowflakes. - Creating a theme. The theme could be designed with elements such as seasons, festivals, stories, etc. For example, the theme of building an igloos in winter, or building castles according to fairy tales. 2. * * Reasonably set the difficulty level ** - The content of the course was arranged in order from easy to difficult. Starting from the simple construction of a single object, it gradually transitioned to the construction of multiple objects, and then to the construction of complex scenes. For example, let the child build a small table first, then build a room, and finally build a building with multiple rooms and facilities. ###(3) Teaching Method 1. * * To improve teacher guidance methods ** - Using a Heuristic Guide. In the process of building, the teacher guides the child to think and solve the problem by asking questions and prompting instead of telling the child the answer directly. For example, when a child encounters instability while building a tower, the teacher can ask,"What do you think can make it stand more firmly?" - Individual guidance was implemented. Teachers should understand the development level and characteristics of each child, give more support and guidance to children with weaker abilities, and provide expanded suggestions to children with stronger abilities. 2. * * Enhancing team cooperation guidance ** - Before the group building activity, each child's role and task, such as who is responsible for transporting materials, who is responsible for designing, etc., should be clarified. - In the process of building the group, the teacher should observe the cooperation of the group, solve the problems in time, and guide the children to learn to divide the work and cooperate, negotiate and communicate. ###(4) Course Evaluation 1. * * Diverse evaluation criteria ** - To establish a comprehensive evaluation standard, in addition to the appearance of the work, it was also necessary to evaluate the creativity, cooperation ability, and problem solving ability of the children in the construction process. For example, whether the child had tried new construction methods during the construction process, whether he could cooperate with his peers, and so on. 2. * * Multiple evaluation subjects ** - Children are encouraged to evaluate themselves and each other. At the end of the activity, the children were asked to talk about their ideas, problems, and solutions, and then let other children evaluate them. Teachers could summarize and supplement the child's evaluation to evaluate the child's performance in the curriculum comprehensively and objectively. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Guangxi Zhuang ethnic minorities kindergarten establishment tentative measures
In 2012, the Guangxi Zhuang Autonomous Region had taken the lead in issuing the Guangxi Zhuang Autonomous Region's kindergarten establishment standards. It was clear that the approval of the kindergarten establishment was the responsibility of the city and county levels, and the implementation of dynamic management, re-approval every 3 - 5 years. However, the document did not mention more specific content of the interim measures. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Guangxi Rongshui Miao Autonomous County central kindergarten address
The kindergarten was located at No. 148, Yuhua Middle Road, Rongshui Town, Rongshui County, and it was also located at No. 96, Huaqiang Road, Rongshui Town. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Guangxi kindergarten deputy senior professional title position ratio
The proportion of deputy senior professional titles in Guangxi's kindergarten was 12%. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Special kindergarten teacher
A kindergarten teacher might have many specialties. In terms of skills, some teachers had good language skills, such as good English, while some teachers had outstanding performance in the arts, such as playing and singing, piano, harmonica, calisthenics, children's dance creation, folk dance, craftsmanship, painting, etc. In terms of interpersonal communication, some teachers had good interpersonal skills, strong language communication skills, and good affinity or prestige. They could communicate effectively with children and parents. At the same time, some teachers had the ability to organize activities, including planning holiday activities, teaching and research activities, public classes, etc. They could also create a classroom environment, purchase and organize items, and write and organize children and teaching materials. In addition, there were also teachers who had expertise in teaching, such as music teaching for children, family education for children, or teaching activities that were in line with the children's recent development zone, early education courses (such as 0 - 3 years old infant health care, infant psychological development and education, etc.). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Guangxi Rongshui Miao Autonomous County central kindergarten phone number
The telephone number of Rongshui Miao Autonomous County central kindergarten was 0772 - 5121292. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>