Preschools Ocean Education Research Status Paper
The current situation of the research on ocean education in kindergarten is as follows: I. Research Method and Target In some areas, the research methods such as questionaire, interview, observation, and text analysis were used. Taking the kindergarten in a specific area (such as Q City N District) as an example, the kindergarten with the characteristics of marine education was selected for in-depth investigation. Second, the development stage of marine education 1. ** Try it out individually and start marine education ** - With the country's emphasis on the development of the marine economy and the development of marine education, Q City also actively responded. However, the vast majority of the marine education policy documents issued by the local government were for primary and secondary schools. In the absence of relevant marine policy requirements and the lack of attention to primary and secondary schools, some kindergarten spontaneously explored marine education. 2. ** Ocean education is further expanded after policy promotion **(in some regions) III. The effectiveness of marine education and the difficulties it faces 1. ** Effect of implementation **: Through the research on the kindergarten in District N of Q City, the effect of the implementation of ocean education in the kindergarten was summarized. 2. ** Faced with difficulties **: The kindergarten teachers, the director, the activity itself, and the higher-level education administrative department are faced with different difficulties in the implementation of marine education in the kindergarten. IV. The content and approaches of marine education 1. ** In terms of content ** - Fujian Province's pre-school marine education content is relatively rich, spanning history and contemporary, including life knowledge, natural science, humanities, society, culture and art. 2. ** Ways ** - There were many forms of education in the marine education of pre-school families, and verbal teaching was the most important form. The approaches of ocean education in Fujian Province's kindergarten were also more diverse. Several main teaching methods were used at the same time and the frequency was balanced. V. The educational philosophy of kindergarten - When the kindergarten carried out marine education, for example, the kindergarten in Fujian Province paid the most attention to "close to the life experience of the child". It was centered on the child and most of the kindergarten was more democratic, taking into account the needs of the child and the wishes of the parents. VI. Main Problems 1. ** Lacking systematic planning ** - Taking Fujian Province as an example, compared with other developed coastal provinces in China, the marine education in the pre-school stage was obviously insufficient and lacked strong policy promotion. Read more exciting novels for free
The Current Situation of Foreign Research on Elementary Education in Preschools
In the past century, a series of curriculum reforms in pre-school education in the United States had made remarkable achievements, accompanied by the phenomenon of "primary school". Some foreign studies have found that different education methods have different effects on children's long-term development in the pre-school education stage. For example, a study in Germany compared fifty play-oriented and fifty knowledge oriented kindergarten. At first, knowledge education could improve children's learning, but by fourth grade, children from direct education kindergarten had lower grades than children from play-oriented kindergarten. They were worse in reading, mathematics, making friends, and emotional adaptability. There were similar studies in the United States. For example, Rebecca Macon's research on children from poor families (mostly African Americans) found that although children who went to a kindergarten that focused on knowledge had an academic advantage over children who received play-based education, by the end of fourth grade, the previous advantage was reversed. Children from play-based kindergarten had better academic performance and higher school scores. These studies showed that there were relevant studies on primary education in foreign countries, and the results showed that early primary education may not be conducive to the long-term development of children. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Current Situation of the Research on the Safety of the Preschools
The research on kindergarten safety at home and abroad had achieved some results, and some of the results had been transformed into teaching materials, courses, and practical activities. In China, some studies involved the current situation, causes, problems, and preventive measures of early childhood accidents. From the perspective of kindergarten, teachers, and parents, they conducted a statistical analysis of child safety accidents to find out the causes and propose countermeasures. However, there were still some problems in kindergarten safety education, such as the single content of education, the lack of innovation in teaching methods, and the low quality of teachers. In terms of research on kindergarten safety education, projects such as Changning County's " Research on the optimization of kindergarten safety education curriculum from the perspective of life education " were being carried out. Some of the projects were reporting on deep learning strategies, early research results, existing problems and puzzles, and later research work. In addition, the safety education situation of many kindergarten in Libo County was studied in depth to find out the problems and give reasonable suggestions. Huayang kindergarten in Tianfu New District of Sichuan carried out the research on the construction of kindergarten curriculum for the cultivation of children's "8S" safety self-care ability. These studies helped to promote the development of safety education in kindergarten, but there were still some unspecific and imperfect contents in terms of educational goals and methods. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Research Paper on the Use of Investigation Method in Primary Education
The following are some of the main points of the research paper on the application of the survey method in primary education: * * I. Title and Research Question ** 1. * * Title example ** - Titles could be drafted according to the specific research direction, such as "Research on the application of survey method in primary school classroom management","Analysis of the current situation of primary school reading teaching based on survey method", etc. 2. * * Research Questions ** - To clarify the specific problems in primary school education to be studied, for example, how can the survey accurately reflect the learning difficulties of students in a certain subject in primary school? How effective is the investigation method in discovering students 'behavior problems in primary school class management? * * 2. Paper structure and content ** 1. * * Introduction ** - The importance of primary education research was elaborated, and the adaptability and significance of the survey method in primary education research were pointed out. For example, the quality of primary education was directly related to the growth and development of students, and the survey method could obtain all kinds of information related to primary education in a comprehensive and systematic way, which would help to understand the current situation and problems of primary education in depth. 2. * * The theoretical basis of the investigation method ** - Explain the concept, characteristics, and types of investigation methods. The survey method was a research method that collected information about a certain aspect of the research subject through a survey, interview, etc., and then analyzed it to reach a conclusion. Its characteristics included the use of probability samples, the use of a survey or registration form to collect information. The types of investigation methods included questionaires, interviews, and so on. - Explain the theoretical basis of the survey method in primary education research, such as the concept of student-centered primary education and emphasis on experiential research. 3. * * Current Status of Investigation Method in Primary Education ** - This paper reviews the application of survey methods in various aspects of primary education (such as teaching, management, student psychology, etc.). It could be analyzed from different subjects (Chinese, mathematics, science, etc.) and different educational links (classroom teaching, extra-cursory activities, etc.). - Illustrate the successful application cases, as well as the existing problems, such as the limitations of the survey sample, the unreasonable design of the survey questions, etc. 4. * * Investigation Method Design ** - The research subjects were determined, such as all the students in a few primary schools, students in a specific grade, teachers, and so on. - Choose the appropriate investigation method, such as a simple survey, combined with interviews, etc. If it was a survey, it was necessary to elaborate on the design of the survey, including the type of questions (multiple-choice questions, short-answer questions, etc.) and the content coverage (students 'learning attitude, teacher's teaching method satisfaction, etc.). If it was an interview, it would be necessary to explain the outline design of the interview and the selection criteria of the interviewees. - The method of sample selection, such as random sample, hierarchical sample, etc., should be determined according to the purpose of the study and the actual situation. 5. * * The implementation process of the investigation method ** - Explain the specific steps of the investigation, such as the distribution and collection of the survey, the time and place of the interview, etc. - It emphasized the problems that might be encountered in the implementation process and the solutions, such as the low return rate of the survey and the uncooperative interviewees. 6. * * Analysis of Investigation Results ** - The collected data could be sorted out and analyzed by software such as spss. - The results of the survey were analyzed from different perspectives, such as by grade, gender, subject, etc. For example, it could analyze the differences in the acceptance of a certain teaching method by students of different grades, the differences in learning attitudes between boys and girls, and so on. - Explain the phenomena, problems, or patterns in primary education reflected in the survey results. 7. * * conclusion and outlook ** - It summarized the research results of the application of the survey method in primary education, including the conclusions about the current situation, problems, advantages, etc. of primary education. - It also made suggestions on the application of the survey method in primary education, such as how to improve the survey method, expand the scope of research, and improve the effectiveness of research. At the same time, we can look forward to the application of the survey method in the process of continuous development and reform of primary education. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Literature Review of Regular Education in Preschools
Regular education in kindergarten had many characteristics. ** I. Long-term and repetitive ** It was a long and complicated process to develop good behavior habits for young children. Habits could not be formed in a short period of time. The internalization of rules also required a long period of practice and understanding. Some rules might not be easy to learn in primary school, which required teachers to patiently and actively continue to implement conventional education to overcome bad emotions. ** 2. Forced ** As a social organization, a kindergarten needed to be bound by rules. Its routine was the rules that young children should abide by, and it also included nursery goals. These goals were the necessary standards for young children's growth, so they were mandatory. However, compulsory education did not mean that the education method was tough. It was necessary to explore appropriate education methods based on the characteristics of young children. ** 3. Individual differences ** Children's characteristics and family environment were different, so teachers had to treat them differently in regular education. For example, children with fast cognitive and emotional development can adapt to kindergarten life faster and have a strong ability to abide by rules, while children with slow development, strong activity or easy distraction have a weak ability to abide by rules. In terms of eating speed, children also had different speeds and reasons. Teachers had to analyze the characteristics of children and adopt different education methods. ** 4. Children's Subjectivity ** Regular education should focus on children, and children should take the initiative to understand, construct, and internalize rules. The rule education that was separated from the main consciousness of the child, the lack of emotional touch, and the practice of behavior training would cause the words and deeds of the child's social development to be inconsistent, and the cognition and behavior were out of touch. Therefore, the age characteristics of the child should be considered when formulating the class routine and implementing the education process. In terms of specific educational content, it covered all aspects of children's daily life, such as entering the park, morning check-up, morning exercise, etc. When entering the park, you should be punctual, take the initiative to greet politely, and complete regular activities in an orderly manner; Wash your hands according to the correct method, actively wash your hands, save water, etc.; Take care of yourself gradually when going to the toilet, don't waste paper, wash your hands after using the toilet, etc.; Take and place tableware correctly when eating, maintain the correct posture, don't be picky with food, etc.; Learn to listen and be self-disciplined during teaching activities; When leaving the park, you should tidy up your belongings and take the initiative to say goodbye. In addition, there were many things to take note of in terms of education methods. For example, regular training should be carried out step by step, adding new rules from simple to complicated, emphasizing both reasoning and mastering skills, and educating children who had difficulties in carrying out routine training. They should also practice, check, and supervise them frequently. They could also use class rules (such as class conventions) and set up students on duty to cultivate children's routine habits. Some scholars suggested that kindergarten be included in compulsory education. The reason was that the cost of children going to kindergarten was relatively high, accounting for about 10% of the disposable income of residents. Moreover, the return on investment in kindergarten was high. This also reflected the importance of kindergarten education in the growth of children and social development. It was also related to the study of regular kindergarten education. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Analysis of the Teaching and Research Questions on the Game Activity in the Preschools
In the reference materials, there were the "Practice Research on the Reappearance and Creation of Folk Games in Nurseries" and the "Analysis Report on the Status Quo of Folk Sports Games in Beijing Village Nurseries". The purpose of the book was to understand the development of folk games in kindergarten so that they could be effectively used in children's activities. The results of the survey showed that the recovery rate of 100% indicated that most teachers paid more attention to the development and implementation of folk games, but they still needed to make full use of their greatest advantages for children's development. Most teachers could actively develop folk games and modify them in time, but some teachers were confused. They still needed to change their teacher's concept of games through training, teaching and research, and improve their game development ability. Teachers should focus on the development and implementation of folk games, and focus on cultivating children's comprehensive ability. The Report on the Investigation and Analysis of the Present Situation of the Development of Folk Sports Games in Beijing's Village Nurseries adopted the survey method and interview method. The paper carried out a survey and interviewed teachers in the rural districts and counties of Beijing City. From the basic information of teachers, the cognitive status of folk sports games, the ways of development and modification, etc., it deeply analyzed the integration of folk sports games into the rural kindergarten sports activities and the existing problems. The analysis of these questions provided a basis for understanding the situation of the kindergarten's game activities, including the role of teachers in the game activities, the influence of the game on the development of children, the current situation of the game development and the existing problems, etc. It was helpful to improve the organization, development, and innovation of the kindergarten's game activities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on Teaching Research and Education Research
Teaching research and reflection on educational scientific research involved many aspects. ** 1. Teaching and research ** 1. ** Value Position ** - Teaching research should be based on solving the problems in actual education and teaching. For example, when the teaching and research activities in the kindergarten changed from a formal state to solving the practical problems encountered by the teachers in their daily work, the enthusiasm of the teachers increased significantly. For example, in the teaching and research on the preparation work before the theme activity, because the questions were familiar to the teachers and they had actually encountered them, everyone actively participated in the discussion and reached a consensus. - At the school level, such as Pearson Education, the teachers 'handouts and questions were reviewed and checked. This was also part of the teaching and research work. It helped to regulate the teaching process and improve the quality of teaching. 2. ** Organization and participation form ** - The forms of teaching and research activities should be diverse. It could not be limited to a single form. For example, in a kindergarten's teaching and research activities, in addition to the traditional classes, lectures, and evaluations, there were also symposiums, reading notes, student competitions, and other activities. They also established a blog to share subject knowledge. In the teaching and research activities of the comprehensive group, this diverse form effectively activated the teaching and research of various disciplines, created an atmosphere of interaction and dialogue, promoted the reflection and resonance between teachers, and helped teachers to renew their ideas and change their behavior. - The role of a manager in teaching and research activities was crucial. Instead of commanding from above, managers should participate in teaching and research activities as students and collaborators, respect and encourage teachers 'views and practices, and infect teachers with enthusiasm and sincerity. At the same time, it was important to ensure the time and space for teaching and research activities. 3. ** The depth and breadth of teaching and research content ** - Teaching and research should dig deep into the content of education and teaching. For example, in the teaching process, it was necessary to combine daily teaching with teaching research, as mentioned in the in-depth curriculum standard teaching and research reflection, enlarge a certain point in the classroom for discussion and research, and then use the research results to guide teaching activities. Teachers should have clear teaching goals in their teaching, carry out teaching according to the curriculum standards, avoid over-the-top teaching, respect the laws of physical and mental development of students, and avoid teaching by pulling up seedlings to help them grow. At the same time, teachers should not only be the porters of knowledge in the teaching process. They should take the essence of teaching materials, teaching materials, and other materials, and cultivate a questioning spirit instead of accepting them completely. ** 2. Education and scientific research ** 1. ** The types and applications of education and scientific research ** - There were different types of educational research. One was to study major issues and development directions in education. It was often presented in the form of major projects and planning projects. It required strict approval and standardized research processes. This type of scientific research often required high scientific research quality and ability as well as sufficient research conditions. It might be difficult for ordinary teachers. The other type was educational scientific research that teachers encountered practical problems in education and teaching. This type of scientific research was presented in the form of teaching and research small projects. The school or the teaching and research department organized and carried out the research. Through combing, analyzing, reflecting, and researching the practical problems, they solved the problems of education and teaching, guided the teaching practice, and improved the teaching quality. This type of educational scientific research was more feasible and practical for teachers. 2. ** Misperception and correct guidance for education and scientific research ** - Some principals thought that educational research was a "virtual" thing, and this view was one-sided. Some teachers 'research projects were like castles in the air. They were out of touch with their teaching work and could not solve practical problems. They were only exchanging for capital for promotion. Such research should not be advocated. However, if a teacher's research topic came from teaching practice, it could improve the quality of education and motivate other teachers. This kind of research should be supported. School leaders should correctly guide teachers to carry out educational scientific research. They should not simply deny or affirm it. They should judge according to the type of scientific research and the actual effect. For teachers, educational scientific research is a way to change from "educational practitioners" to "reflective researchers". It helps to realize the "win-win" of teachers 'personal development and the quality of school education and teaching. It is also the only way for teachers to become educational experts. Teachers should constantly read, practice, reflect, and explore to carry out meaningful educational scientific research. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What is education and scientific research?
The educational scientific research refers to the creative cognitive activities that use educational theories, take valuable educational phenomena as the research object, and use corresponding scientific research methods to carry out purposeful and planned exploration of educational laws. Its content mainly includes basic theoretical research, applied research, and development research. It is of great significance in improving the quality of education, realizing educational fairness, and assisting the rural rejuvenation strategy. It is also an important support to improve the quality of rural education, solve the problems of lack of rural educational resources, the lack of teachers, and the lagging education and teaching concepts. On the school side, it could become a strong driving force for the school to move towards high-quality development. For example, under the concept of "scientific research to revitalize the school", it could cultivate scientific research teachers, build scientific research schools, and solve problems in daily education and teaching through educational scientific research projects.
Preschools safety education activities, after-class reflection summary, the latest
The following is an example of a summary of a safety education activity in a kindergarten: ** 1. Benefits of the event ** 1. ** In terms of achieving goals ** - In the safety education activities, most children could have a certain understanding of basic safety knowledge, such as understanding that they could not touch the power supply in the classroom, climb up the window, and abide by the rules of the game during outdoor activities. This indicated that in terms of activity goal setting, the teaching of safety knowledge to children was relatively successful. - Through some practical operations, such as the simulation of the ball from the mouth of the bottle, the children could understand that order was more time-saving and safer than crowding. This achieved the goal of enhancing children's safety and self-protection awareness to a certain extent. 2. ** The effectiveness of teaching methods ** - Using a variety of teaching methods, such as intuitive experimental demonstration (such as simulating the ball from the mouth of the bottle and the boys fighting to get out of the door), can help children understand safety knowledge more vividly. The video also played a role in shocking the children's hearts, making them have a deep understanding of the seriousness of crowding and stampede accidents. - During the discussion session, children could actively participate and express their opinions, which helped to develop their thinking and language skills. At the same time, it also allowed them to better understand the truth behind safety knowledge during the interaction. 3. ** Child participation ** - From the process of the activity, the overall participation of the children was relatively high. Whether it was the experimental session, the discussion session, or the video viewing session, the children showed a strong interest, which meant that the content and format of the activity could attract the attention of the children, stimulate their curiosity, and make them actively participate in the safety education activities. ** 2. Inadequacies ** 1. ** Depthfulness and Durability ** - The depth of education on safety knowledge could be further explored. Although children knew some basic safety rules during the activity, they might not understand the principles behind some safety issues thoroughly. For example, on the issue of crowding, it was simply through experiments to let children know that it was faster and safer to be orderly. However, there was still a lack of in-depth explanation on how to avoid specific measures and responses to crowding and trampling in complex social scenarios. - Safety education was a long-term process. The current activity was only the beginning and lacked a follow-up continuous education plan. Children may remember this safety knowledge for a period of time after the end of the activity, but as time goes by, they may gradually forget it. There needs to be a systematic, long-term education plan to continuously strengthen children's safety awareness. 2. ** Individual differences ** - During the activity, some children might not be as good at safety knowledge as other children because of their introverted personality or weak comprehension ability. In the teaching process, they did not give enough attention and individual guidance to these children, and did not fully consider the individual differences between children. 3. ** Connection between family and kindergarten education ** - The activity did not fully consider the connection between family and kindergarten safety education. Children spent most of their time not only in kindergarten, but also in the family environment. However, there was a lack of thinking and measures on how to guide parents to carry out safety education for children in the family. ** 3. Modification measures ** 1. ** Deepen the content of education ** - In the subsequent safety education, more case studies and role-playing sessions could be added for each safety knowledge point. For example, when explaining the safety knowledge of crowded trampling, they could set up role-playing in different scenes, such as shopping malls, school stairs, etc., so that children could simulate how to deal with crowded situations, thus deepening their understanding of safety knowledge. - According to the cognitive level of children of different ages, the safety knowledge was gradually explained in depth. Preschoolers could gradually transition from simple rule recognition to the cultivation of the ability to analyze and solve safety problems. 2. ** Pay attention to individual development ** - Teachers should pay more attention to the individual differences of children in the process of activities. For children with weaker comprehension abilities, one-on-one tutoring could be used, or complex safety knowledge could be broken down into smaller, easier to understand parts for explanation. At the same time, introverted children were encouraged to actively participate in discussions and activities. Through positive encouragement and guidance, they could improve their mastery of safety knowledge. 3. ** Home Together ** - To formulate a plan for co-education, such as sending safety tips to parents regularly, informing parents of the key content of safety education in kindergarten this week, and providing some suggestions and methods for family safety education. Through parent-teacher meetings, parent groups, and other means, they could maintain close communication with parents, let parents understand the goals and plans of kindergarten safety education, and work together for the safe growth of children. - Carry out parent-child safety activities, such as family safety hazard screening activities, so that children and parents can find out the safety risks in the family together and formulate corresponding solutions, so as to raise children's safety awareness in the family environment. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Primary education survey and research evaluation
The investigation and research of primary education is of great significance. ** I. Positive aspects of research ** 1. ** Understanding the current situation ** - In terms of the allocation of primary education resources, the survey could fully reveal the situation. For example, in terms of hardware facilities, it can be confirmed that most primary schools have basic teaching facilities, but some schools have outdated facilities that cannot meet the teaching needs. In terms of teachers, it can be confirmed that the overall quality is high, but there are insufficient teachers and unreasonable subject structures that affect the quality of teaching. In terms of funding, although the government's investment has increased year by year, some schools still face financial constraints. This would help to accurately grasp the current situation of primary education resources. - As for the situation of primary school teachers, the investigation could provide an in-depth analysis. The number of teachers basically met the demand but some subjects lacked teachers. Some teachers 'teaching methods and methods needed to be updated and improved, as well as the relatively low treatment of teachers. These problems could be clearly presented through investigation and research to provide a basis for subsequent improvements. - In the aspect of teaching quality evaluation, the investigation helps to clarify the current situation and shortcomings of evaluation indicators and methods. The current evaluation indicators include student performance, teacher teaching level, curriculum design, etc., but they need to be improved. Evaluation methods such as student evaluation, peer evaluation, expert evaluation, etc. need to be used comprehensively, and the results need to be better announced to the society and applied to teaching improvement. Investigation and research can provide a basis for these work. 2. ** Problem Finding ** - They could accurately identify the many problems in primary education. For example, the imbalance of educational resources, the gap between urban and rural areas, and the gap between regions in terms of hardware facilities and teacher strength, which affected the fairness and quality of education; the uneven quality of teachers, the low level of academic qualifications, the low level of teaching, the single teaching methods, etc., all of which were not conducive to the improvement of students 'interest and enthusiasm in learning. 3. ** In terms of reform and development proposals ** - To provide reasonable suggestions for the reform and development of primary education. In terms of balanced allocation of resources, we can narrow the gap between urban and rural areas and regions by means of optimal resource allocation, perfecting hardware facilities, increasing investment, etc. In order to improve the quality and ability of teachers, we put forward suggestions such as strengthening training, perfecting evaluation mechanism, and improving treatment. In terms of teaching methods and means innovation, we advocate the introduction of modern educational technology, pay attention to practical teaching, and carry out diverse teaching models to improve the comprehensive quality and innovation ability of students. ** 2. Investigate and study possible deficiencies ** 1. ** Limitations of the sample ** - Although some of the investigations covered 100 primary schools across the country, involving different regions, levels, and types, there might still be problems that the sample could not fully represent the education situation of all primary schools. For example, some special areas and special types of primary schools might not be fully considered, thus affecting the comprehensiveness of the survey results. 2. ** Method effectiveness ** - There might be some problems when using the methods of a survey, field observation, and interviews. There may be unreasonable questions and unrealistic answers in the survey; field observation may be affected by observation time and subjective factors of observers; interviewees may not express their true thoughts for various reasons during interviews, which may affect the accuracy of the survey results. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The content of the primary education research program
Primary education research programs usually include the following: ** I. Research background and significance ** Explain the background of primary education research, such as the current problems in primary education, such as the lack of interest in primary school students in mathematics learning and poor learning results. Explain the significance of the research, such as the importance of cultivating students 'logical thinking, abstract thinking, and problem solving ability. ** 2. Research objective ** 1. ** Increase interest in learning ** - Through a variety of teaching methods and activities, stimulate students 'curiosity and thirst for knowledge in subjects such as mathematics. 2. ** In terms of improving learning ability ** - Cultivate students 'subject thinking (such as mathematical thinking), problem solving ability, and independent learning ability. 3. ** Building a strategy system ** - To summarize a set of effective strategies suitable for primary school education and teaching (such as primary school mathematics teaching) for reference. ** 3. Research content ** 1. ** Current Situation Analysis ** - By means of a survey and interviews, the students were able to understand the current situation of their interest and ability in learning, and analyze the existing problems and their causes. 2. ** Strategy Design ** - ** Situation Teaching Method **: Create a teaching situation that is close to the student's life, so that students can learn knowledge in the process of solving practical problems. - ** Gamification Learning **: Design relevant subject games to allow students to experience the fun of the subject in the game and improve their learning ability. The plan for the study of extra-cursory activities and quality education in rural boarding primary schools also included the following special contents: ** 1. Research preparation stage ** 1. A class teacher meeting was held to determine the direction of the research project, the person in charge, and the project personnel. 2. He organized the research team members to determine the name of the project and the basic research process. 3. Studying the literature, finding out the problems in the students 'extra-cursory activities, and designing the content of the survey. 4. Write the investigation implementation plan, divide the work, and determine the study implementation process. ** 2. Investigation Stage ** 1. To carry out a survey and interview to grasp the questions in the survey. 2. The research team discussed the solution to the problem, supplemented or changed the interview questions, and continued the investigation. 3. He organized the research team members to report the investigation results, write a summary of the phases, and discuss and determine the effective measures. 4. The effective measures were applied to actual teaching and the strategies were adjusted according to the teaching effect. 5. To record and analyze the case and solve the current situation of the school's extra-cursory activities. The main measures are as follows: - ** Awareness ** - The leaders attached great importance to extra-cursory activities and treated them on the same level as other educational content. - Change teachers 'teaching concepts, guide teachers to fully understand the role of after-school teaching for students' all-round development, and design after-school teaching links in a scientific manner. - Normalize extra-cursory activities and carry them out every day. - ** Increase investment ** - Increase the resources for after-school activities, including time, space, equipment, and funding. - Increase the investment in teacher training and enhance the ability of teachers to carry out after-school activities. - Strengthening the assessment, including the development and effectiveness of after-school activities into the teacher assessment content, and linking it to performance pay. - To create a good atmosphere, forming an atmosphere where teachers love teaching, students love teaching, and everyone cares about teaching. - ** Pay attention to combination ** - To strengthen planning, the school leaders spot-checked the students 'curriculum arrangements to prevent after-school activities from being "theoretical". - The students 'health education was integrated into the daily life of the students, and the teachers integrated theoretical learning with after-school activities. - ** Focus on quality ** - To improve or perfect the curriculum of after-school activities, including the goal setting, content coverage, and implementation process. - The teacher would find problems in the teaching and adjust the time and progress of each link. - Teachers provide behavior guidance according to the students 'exercise patterns to meet individual differences and development needs. - The school regularly held parent-child sports games to jointly provide after-school education. - ** Pay attention to the variety of forms ** - ** Gamification of after-school activities **: For example, turning waste into treasure to make sports materials, allowing students to have fun in making and playing games. - ** Elicitation of Teaching Method **: Use Elicitation Teaching Method to create a "questioning game environment" to give full play to students 'initiative. - ** Freedom of the activity process **: Teachers pay attention to individual differences and let each child improve on their original level. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>