Kindergarten Social Teaching Practice In The Field Of Inspection

Social education practice is an important part of the early childhood education, which can promote children' s social development.The purpose of this study is to investigate the status of the social education in our kindergartens,to represent the status of it.Quality research method is adoptedin this study,and the researcher collects 39 activities of social education from three different grades kindergartens in Nanjing.The researcher reviews the processes of preparation,introduction, organization,and reflection of these activities.Based on the analysis,the researcher finds:First,the characteristic of social education in kindergarten is that the teachers' understandings of the social education are incommodious and they don' t want to organize the social,activities;most of teaching contents support the accomplishment of the teaching objects,but a few of them are inconsistent with the goals;the methods of talking,instructing,discussing,demonstrating and practicing are adopted in the activities.Secondly,social education in kindergarten is composed by exclusive,social education and inclusive social education.The exclusive social education means that in order to promote children' s social development,teachers organize,activities which cost a period of time to make children involved in.The procedures of these activities are consist of particular taches including teaching preparation, teaching introduction,teaching organization,teaching reflection.Inclusive social education is implemented in the activities of language education, art education,health education,science education.It contains evident infiltration and unconspicuous infiltration.This kind of practice can be implemented through five forms-the contents in other education activities(language education,art education,health education,science education),the children' s learning manners planned by teachers,the backgrounds of activities,the introduction of other activities,the knowledge in social domain supplemented in other activities.Third,there are some problems in the social education practice.In the exclusive social education,there are some problems such as the lack and unsuitability of teaching preparation,over loading of the teaching content,the unsuitability and singleness of the teaching method,the low level of the teaching reflection;In the inclusive social education,the problems are the lack of infiltration and the lack of organic relationship between domains when teachers organize inclusive social education.Besides these outcomes,the researcher also tries to put forward some suggestions how to improve the practice from three angles:government departments,kindergartens and teachers.