Research On The Current Situation And Countermeasures Of Mixed-age Education In Kindergartens In Ethnic Areas

Mixed-age education refers to a planned,hierarchical,and organized way for teachers to gather pre-school children of different ages together to conduct education together based on their grasp of the laws and characteristics of the physical and mental development of children at different ages.The party and the state attach great importance to preschool education in ethnic areas.The implementation of the "One Village,One Child" plan has enabled the popularization and development of rural preschool education in ethnic minority areas.The main contradiction of rural preschool education in minority areas has gradually shifted from the pursuit of fairness in the opportunity to enter kindergartens to the pursuit of fairness in the quality of care and education.Due to the large area and sparse population in ethnic areas,the number of rural kindergartens is small or the children of one age group are not enough to be divided into one class,so mixed-age education has to be launched.Compared with the active mixed-age education in urban kindergartens,what is the current situation of passive mixed-age education in rural kindergartens in ethnic areas? What are the problems? How to make use of the significance and value of mixed-age education to improve the quality of education?^** County of Ganzi Prefecture in Sichuan Province is located in the Tibetan area of Sichuan,where ethnic minorities live in concentrated communities.With reflections on these issues,this study used questionnaire,interview,and observation methods to investigate 26 rural kindergartens that implemented mixed-age education in ** County,Ganzi Prefecture,Sichuan Province.Through the investigation,we found that: First,the regular work of mixed-age education is not standardized,and there is no scientific and orderly regular work standard;second,the curriculum construction of mixed-age education is severely co-aged,and the goal setting is restricted by the same-age education model,lacking hierarchy,and teaching The content is basically derived from the Internet and textbooks,separated from the practice of children's life,and the education and teaching methods are single,teachers are teaching more activities,and children's operation and exploration activities are less;the evaluation concept of mixed-age education is lagging,focusing on children's skills and skills while ignoring children's emotional development,Has not formed a scientific and complete evaluation system.The third is that mixed-age education lacks effective teacher support and teachers are weak.This has greatly affected the improvement of the quality of kindergarten education.The main reasons for this situation are that rural kindergartens are under the management of primary schools,and the management is not attached,inappropriate,and irregular;there is a lack of mixed-age education courses in ethnic areas that can be used for reference;the overall quality of teachers is low,mainly rural counselors,High mobility and few opportunities for post-service training for teachers.It is recommended to strengthen the routine work management of kindergartens in ethnic areas;build localized and kindergarten-based mixed-age education courses;stabilize mixed-age teachers and strengthen teacher training to solve the above problems.