| Kindergarten is one of the basic environment of children’s common life.The establishment and implementation of rules in the kindergarten will affect children’s recognition of social norms to a great extent.These rules will become an important factor affecting the degree of children’s future social identity and participation ability.If there are problems in the understanding and compliance ability of kindergarten rules in early childhood,or the rules established and implemented in kindergarten can not accurately convey the due paradigm to children,it is likely that children’s values will deviate after growing up.There is no doubt that for kindergartens,how to make and use of rules to help children complete the process of social norms internalization has become an essential content of kindergarten,which is the fundamental basis for children to form social rules and rule consciousness.In the kindergarten class,rules contain both explicit rules and implicit rules.How to make good use of the implicit rules in the class can not only improve the management efficiency of kindergarten,but also effectively guide the cognition of children’s social rules.It is also one of the subjects that researchers at home and abroad have been exploring for a long time.This thesis takes the implicit rules of children’s class as the research object,combined with some thoughts on the current class rules education,focuses on the existence of implicit rules and the perception of teachers and children in class activities.Firstly,based on the investigation of the existence of implicit rules in kindergartens,the thesis further expands to the investigation level of teachers’ cognition of the existence of implicit rules and children’s cognition of the existence of implicit rules in classes.On the basis of collecting and sorting out the survey data,the results are analyzed,including the analysis of the overall situation of the existence of class implicit rules,the analysis of the types of class implicit rules,the analysis of the content of class implicit rules;the analysis of teachers’ perception of implicit rules,the cognitive analysis of teachers’ motivation for implicit rules;the cognitive analysis of children’s implicit rules Then the analysis of perceptual status,children’s internalization of implicit rules,consistency analysis of children’s tacit rules cognition and behavior.On the basis of children’s cognitive analysis of class rules,this thesis discusses the binding ability of class implicit rules in kindergarten teaching activities,the rationality of the generation of class implicit rules in kindergarten and the educational value of kindergarten implicit rules.Then,the thesis further discusses the rationality of class implicit rules,teachers’ cognitive differences and children’s cognitive differences At the same time,there are obvious differences in Teachers’ cognition of the value of class implicit rules,which is mainly reflected in the fact that teachers can’t break the shackles that the value of implicit rules belongs to the management value of kindergartens,and the cognition of apparent value is prominent Teachers’ cognition of the value of kindergarten class implicit rules can not match the needs of children’s self-worth construction;in addition,the cognitive differences of children’s class implicit rules are also very obvious,overemphasizing the unified,collective and standard implicit rules constraint mode has strong fixity,which may lead to impatience and unhappiness in children’s psychology There are obvious differences in the acquisition of implicit rules,mainly interest acquisition and repetitive acquisition,and repetitive acquisition is the main way.The research of this thesis can enrich the domestic research on children’s implicit rules.The research tries to understand the cognitive status of children’s implicit rules,and to a certain extent enrich the research on implicit rules taking children as the object.At the same time,the thesis can help teachers understand the complexity of class rules,examine and construct rules from multiple perspectives,and pay attention to the formation and development of rules The possible impact is to make the rules as educational as possible. |
