The Research On The Current Situation And Countermeasures Of Diet Nutrition Education Activities In Kindergarten

Education of the diet nutrition in kindergarten,as its name implies refers to teachers through a series of activities,intentions to make children have correct cognition with their diet nutrition,form the good habit of diet,improve the ability of take care of their body. As an important part of health education in kindergarten, its implement effectively is directly related to the quality of health education. However,little research on children diet nutrition education, especially the practice research is rare,so the author deep into teaching activities on site, check the implementation actuality,make up for the shortage of its research.This study via observation,interview and literature methods,intend to ascertain the real condition of diet nutrition education,the emerging issues in the process of implementation,combined with the system of education theory to reveal the influence factors,put forward effective strategies to promote this kind of teaching activities.The results indicated that the education of body diet nutrition have four problems:the target much lower than that of children cognitive development level, neglect to core goal; diet teaching content in health education activities is not outstanding and scientific;teaching activity process organization form ignoring children actual experience; teaching evaluation is limited to surface,quantity and quantity needs to be improved. And reasons of these problems as follows, health education started late,and carry out less; teachers about diet and nutrition teaching ontology knowledge reserves is insufficient;teachers’ lack of conditional knowledge about diet and nutrition teaching; teachers teaching practical knowledge about diet and nutrition improvement, etc.Combination above the problems and the reasons in the implementation of education,the author thinks that in order to improve the quality of diet nutrition education activities,teachers should contribute to make health education idea and the behavior consistent;by stimulating teachers work enthusiasm to improve teachers ontology knowledge; by perfecting teachers in training to optimize teacher conditional knowledge;by strengthening teacher reflection after class to improve practical knowledge.