Research On The Current Situation,problems And Countermeasures Of Kindergarten Dining Education

Good dining education is an important guarantee for children to develop good eating habits and even behavior habits.The development of kindergarten dining education is related to the healthy growth of children,and kindergarten dining education should be paid attention to.Based on the analysis of relevant literature,the preparation of the Questionnaire on Dining Education in Kindergarten was determined.The questionnaire was composed of six dimensions,namely,cognition of dining education,goal of dining education,content of dining education,approach of dining education,guarantee of dining education,and effect of dining education.260 kindergarten teachers from various regions of Sichuan Province were surveyed.In order to understand the current situation of dining education in kindergartens,through the difference analysis of the dining education situation of different nature of kindergartens,kindergartens in different regions,kindergartens of different types and kindergarten teachers,the existing problems of dining education were found,and then combined with the interview,the reasons for affecting the dining education in kindergartens were deeply explored,and corresponding improvement strategies were proposed.The survey results show that the overall situation of kindergarten dining education is above average,and the scores of kindergarten dining education guarantee and effectiveness are relatively low.Through the analysis of differences,it is found that: 1.Different types of kindergartens have differences in the overall situation,cognition,objective,content and effect of dining education.Public kindergartens have higher scores than private kindergartens in the overall situation and dimensions of dining education.2.There are differences in the way and guarantee of dining education in different regional kindergartens.The scores of city-level kindergartens in the overall and various dimensions of dining education are higher than those of county-level and township kindergartens.3.Different types of kindergartens have differences in the overall,cognition,objectives,contents and approaches of dining education,and the scores of demonstration kindergartens are all higher than those of non-demonstration kindergartens.4.Kindergarten teachers of different teaching age and different ages have extremely significant differences in the effect of dining education,mature teachers and old teachers have the highest score of dining education effect;Kindergarten teachers of different positions had differences in the overall,cognition,content and guarantee of dining education,among which the principal had the highest score.There is no difference in dining education among kindergarten teachers in different classes.The dining education in kindergarten has the following problems: 1.The cognition degree of dining education in kindergarten is unified,and there is concept deviation 2.The goal setting of kindergarten dining education is not clear and lacks planning;3.The selection of food education content in kindergarten is not comprehensive and targeted;4.Food education in kindergarten is immobilized and lacks experience;5.Insufficient investment and support for food education in kindergarten;6.The effect of kindergarten dining education is not significant,showing polarization.The existing problems of dining education in kindergarten are identified as follows: kindergarten dining education is affected by the degree of emphasis in kindergarten;The dining education in kindergarten is affected by teachers’ own educational quality.Dining education in kindergarten is influenced by parents’ educational consciousness and ways.In view of the existing problems in kindergarten dining education,the following improvement strategies are proposed: 1.To improve the cognition degree of kindergarten teachers’ dining education: to carry out dining education training and consolidate the knowledge reserve of kindergarten teachers’ dining education;Create a digital communication platform,integrate and share kindergarten dining education resources.2.Attach importance to the system construction of the goal of dining education in kindergartens: strengthen teachers’ independent learning and improve their familiarity with the goal of dining education;Considering the characteristics of children’s age development,formulate a systematic target system of dining education.3.Standardize and improve the contents of kindergarten dining education: integrate into kindergarten-based teaching and research activities,and fully explore dining education resources;Combining with the actual development needs,scientific and effective contents of dining education are selected.4.Enrich the ways to carry out kindergarten dining education: combine children’s one-day activities in the kindergarten,break the concept of education only in the dining link;Integrate experiential dining education to enhance children’s actual participation.5.Strengthen the material,curriculum and system guarantee of kindergarten dining education:improve the supporting facilities of kindergarten dining education and strengthen the material guarantee of dining education;Formulate the curriculum system of dining education in kindergarten and strengthen the curriculum guarantee of dining education;Establish and improve the dining education mechanism in kindergartens,and strengthen the dining education system guarantee.