kindergarten

2001年《幼儿园教育指导纲要》（Guidelinesforkindergarten

educationin2001）

GuidelinesforKindergartenEducation(forTrial

Implementation)

(issuedbytheMinistryofeducationinJuly2,2001)

PartIGeneralProvisions

rtoimplementthePeople'sRepublicofChina

educationlaw,theregulationsontheadministrationof

kindergartensandtherulesofworkinkindergartens,andguide

thekindergartentocarryoutqualityeducationindepth,this

outlineisformulated.

Two,kindergarteneducationisanimportantcomponentofbasic

education,anditisthefoundationstageofschooleducation

esofkindergartensin

urbanandruralareasshouldproceedfromrealityandcarryout

qualityeducationaccordingtolocalconditions,soastolay

agoodfoundationforthedevelopmentofchildren'slife.

Three,kindergartensshouldworkclolywithfamiliesand

communitiestoconnectwithprimaryschoolsandmakefullu

ofvariouducationalresourcestocreatefavorable

conditionsforthedevelopmentofchildren.

Four,kindergartenshouldprovidechildrenwithhealthy,rich

livingandlivingenvironment,tomeettheirneedsinmany

aspectsofdevelopment,sothattheycangetinthehappy

childhoodexperiencebeneficialtothedevelopmentofthebody

andmind.

Five,thekindergarteneducationshouldrespectthe

personalityandtherighttorespectthelawsofphysicaland

mentaldevelopmentandlearningcharacteristics,tothegame

asthebasicactivities,teachingmethods,payattentionto

individualdifferences,promotethedevelopmentofeachchild

personalized.

ThecondpartisthecontentandrequirementsofEducation

Thecontentofkindergarteneducationiscomprehensiveand

enlightening,andcanbedividedintofiveareas,suchashealth,

language,society,tentsofeachfield

permeateeachotherandpromotethedevelopmentofchildren's

emotion,attitude,ability,knowledgeandskillsfrom

differentperspectives.

(1)objectives

1.,goodhealth,emotionalstabilityandhappinessin

collectivelife;

2.,livingandhealthhabitsaregood,havethebasiclf-care

ability;

enecessarysafetytipsandlearnhowtoprotect

yourlf;

4.,liketoparticipateinsportsactivities,coordinationand

flexibility.

(two)contentandrequirement

1.,establishagoodteacher-studentrelationship,sothat

childrenfeelwarminthecollectivelife,happymood,an

ofcurityandtrust.

2.,withtheparents,accordingtotheneedsofyoungchildren

atechildren's

gooddiet,sleep,washing,excretionandotherhabitsand

lf-careability.

3.,educationchildrenlovecleaning,hygiene,payattention

tomaintainpersonalandlivingplacecleanandsanitary.

4.,clotothelifeofyoungchildrentocarryoutsafety,

nutritionandhealtheducation,improvechildren's

lf-protectionawarenessandability.

5.,carryoutcolorfuloutdoorgamesandsportsactivities,

cultivatechildren'sinterestandhabitsinsportsactivities,

enhancetheirphysiqueandimprovetheiradaptabilitytothe

environment.

pbasicmovementsinwaysthatchildrenareinterested

in,improvecoordinationandflexibilityofmovement.

7.,insportsactivities,trainingchildrenstrong,brave,not

afraidofdifficulties,qualityandinitiative,optimistic,

cooperativeattitude.

(three)guidingpoints

1.,kindergartenmustprotectthelivesofyoungchildrenand

promotechildren'shealthinthefirstplaceinthework.

Establishcorrectconceptofhealth,andpayattentionto

children'smentalhealthwhilepayingattentiontochildren's

health.

Two

Weshouldattachgreatimportancetoandmeettheneedsof

childrenaffectedbytheprotection,care,andrespectandmeet

theindependencerequirementsoftheirgrowing,avoid

excessiveprotectionandactingontheirbehalf,tryto

encourageandguidethechildrenthemlves,lf-reliance.

tiesinthefieldofhealthshouldfullyrespectthe

lawofchildren'sgrowthanddevelopment,andstrictlyprohibit

anycompetition,performanceortrainingthatisdetrimental

tochildren'shealthinanyname.

4.,trainingchildren'sinterestinsportsactivitiesisan

importantgoalofkindergartensports,accordingtothe

characteristicsofchildren,toorganizelively,interesting

anddiverformsofsportsactivities,toattractchildrento

participateactively.

Two,language

(1)objectives

ingtotalkwithothersandspeakpolitely;

entiontolisteningtoeachotherandunderstand

everydaylanguage;

tosayclearlywhatyouwanttosay;

listentostoriesandreadbooks;

understandandspeakmandarin.

(two)contentandrequirement

teafreeandrelaxedlanguagecommunication

environment,support,encourageandattractchildrenand

teachers,peerconversationsorotherpeople,experienceof

languagecommunication,learntouappropriateandpolite

languagecommunication.

2.,developchildren'shabitoflisteningattentively,develop

languagecomprehensionability.

3.,encouragechildrentoexpresstheirideasandfeelings

boldlyandclearly,trytoexplainanddescribesimplethings

orprocess,anddeveloplanguageskillsandthinkingability.

4.,guidechildrentocontactexcellentchildren'sliterature,

makethemfeeltherichnessandbeautyofthelanguage,and

throughavarietyofactivitiestohelpchildrentodeepenthe

experienceandunderstandingofthework.

pchildren'sinterestinsimplesymbolsandsymbols

thatarecommoninlife.

ks,paintings,andmanyotherwaystostimulate

children'sinterestinbooks,readingandwriting,anddevelop

prereadingandprewritingskills.

7.,provideMandarinlanguageenvironment,tohelpchildren

understand,tyareas

shouldalsohelpchildrenlearntheirnativelanguage.

(three)guidingpoints

geabilityisdevelopedintheprocessofusing,and

thekeytodevelopingchildren'slanguageistocreatean

environmentthatcanmakethemwanttosay,daretosay,like,

say,andsay,andcangetapositiverespon.

en'slanguagedevelopmentandemotion,experience,

thinking,socialskillsandotheraspectsofdevelopmentare

clolyrelated,therefore,animportantwaytothedevelopment

ofchildrenlanguagethroughvariousareasofmutual

penetrationofeducation,toexpandchildren'xperiencein

therichandcolorfulactivities,providetheconditionsfor

thedevelopmentoflanguagepromotion.

3.,children'slanguagelearninghasindividual

characteristics,individualcommunicationbetweenteachers

andchildren,freetalkamongchildren,etc.,whichisof

specialsignificanceforchildren'slanguagedevelopment.

lattentionshouldbepaidtochildrenwithlanguage

ouldworkclolywithparentsandrelevant

partiesandactivelyhelpthemimprovetheirlanguageskills.

Three,society

(1)objectives

tivetoparticipateinactivities,lf-confidence;

2.,willingtosocializewithpeople,learntohelpeachother,

cooperateandshare,andhavecompassion;

tandandfollowthebasicrulesofsocialbehaviorin

dailylife;

4.,youcandowhatyoucan,notafraidofdifficulties,there

isanofresponsibility;

Five

Loveyourparents,elders,ur

group,loveyourhometown,andloveyourcountry.

(two)contentandrequirement

hechildrentoparticipateincollectiveactivities

andexperienceofteachersandpeertogetherthejoyoflife,

tohelpthemrecognizethemlvesandothers,todevelopothers

andsocietycloandcooperativeattitude,learningof

interpersonalskills.

eeachchildwithanopportunitytoexpresshis

strengthsandachievesuccessandincreahislf-esteemand

lf-confidence.

3.,provideopportunitiesforfreeactivities,supportyoung

childrentochooandplanactivitiesindependently,

encouragethemtosolveproblemsthroughmanyefforts,anddo

notgiveupeasilytryingtoovercomedifficulties.

4.,inacommonlifeandactivities,inavarietyofwaysto

guidechildrentounderstand,experienceandunderstandthe

basicrulesofsocialbehavior,learninglf-disciplineand

respectforothers.

echildrentotakegoodcareoftoysandotherthings

andtakegoodcareofpublicpropertyandthepublic

environment.

6.,workwithfamiliesandcommunitiestoguidechildrento

understandtheirlovedones,andtoworkwithpeopleinall

walksoflife,tocultivatetheirloveforworkersandrespect

forthefruitsoflabor.

7.,makefulluofsocialresources,guidethechildrento

experiencetherichnessandexcellenceofthemotherland

culture,experiencethechangesanddevelopmentoftheir

hometown,andstimulatetheaffectionofthechildrentolove

theirhometownandthemotherland.

8.,weshouldintroducethecultureofallethnicgroupsand

othercountriesandethnicgroups,soastomakethemawareof

thediversityanddiversityofhumanculture,andtocultivate

understanding,respectandequality.

(three)guidingpoints

1.,educationinthesocialspherehassubtlecharacteristics.

Tocultivatechildren'ssocialattitudesandsocialemotions

inparticularshouldbeinfiltratedinallaspectsofvarious

activitiesanddailylife,tocreateagoodenvironmentcanmake

childrenfeelaccepted,careandsupport,toavoidasingledull

speechrmon.

2.,thecommonlife,communication,explorationandgames

betweenyoungchildrenandadults,companionsareimportant

enshouldbeprovidedwith

opportunitiesandconditionsforinterpersonalinteractionand

commonactivities,andshouldbeguided.

3.,sociallearningisalongprocessofaccumulation,which

requiresclocooperationandcoordinationamong

kindergartens,familiesandsocietytopromotetheformation

ofgoodsocialqualityofchildren.

Four,science

(1)objectives

stedinthesurroundings,phenomena,curiosityand

thirstforknowledge;

avarietyofns,hands-on,brain,explorethe

problem;

ressandcommunicatetheprocessandresultof

explorationinanappropriateway;

thequantityrelationshipofthingsfromlifeand

gamesandexperiencetheimportanceandinterestof

mathematics;

5.,caringforanimalsandplants,caringabouttheenvironment,

clotonature,cherishnaturalresources,thereisa

preliminaryawarenessofenvironmentalprotection.

(two)contentandrequirement

1.,guidechildrenonthesideofcommonthingsand

characteristicsofthephenomenon,changesinthelawof

interestandinquirydesire.

2.,forchildren'sinquiryactivitiestocreatearelaxed

environment,sothateachchildhastheopportunityto

participateinthetrial,support,encouragethemtoboldlyask

questions,makedifferentviews,learntorespectother

people'sviewsandexperience.

eawiderangeofactionablematerials,

Foreachchildcanuavarietyofns,avarietyofways

toexplore,providingconditionsforactivities.

4.,throughtheguidanceofchildrenactivelyparticipatein

groupdiscussions,explorewaystocultivatechildren's

cooperativelearningconsciousnessandability,learningto

uavarietyofwaysofperformance,communication,sharing,

explorationprocessandresults.

eninterestedintheenvironmentsurroundingthe

number,shape,quantity,timeandspace,constructionofthe

numberofinitialconcept,andlearntosolvelifeandthegame

insomesimpleproblemswithsimplemathematicalmethod.

6.,fromlifeormediafamiliarwiththescientificand

technologicalachievementsofyoungchildren,guidechildren

tofeeltheimpactofscienceandtechnologyonlife,to

cultivatetheirinterestinscienceandrespectforscientists.

7.,onthebasisofchildren'slifeexperience,tohelpchildren

understandtherelationshipbetweennature,environmentand

esmallthingsaround,cultivateinitial

awarenessandbehaviorofenvironmentalprotection.

(three)guidingpoints

1.,thescientificeducationofchildrenisascientific

enlightenmenteducation,focusingonstimulatingchildren's

understandingofinterestanddesiretoexplore.

2.,weshouldtrytocreateconditionsforchildrento

participateininquiryactivities,sothattheycanfeelthe

processandmethodsofscientificinquiryandexperiencethe

pleasureofdiscovery.

3.,scienceeducationshouldbeclolylinkedwiththeactual

lifeofyoungchildren,anduthethingsandphenomenaaround

themastheobjectofscientificexploration.

Five,art

(1)objectives

landenjoythebeautyofenvironment,lifeandart.

2.,liketoparticipateinartactivities,andcanboldly

expresstheirfeelingsandexperience.

toperformartisticperformanceinthewayyoulike.

(two)contentandrequirement

1.,guidechildrentocontactwiththesurroundingenvironment

andlifeofgoodpeople,things,things,enrichtheir

perceptualexperienceandaestheticappeal,andstimulate

theirperformanceofbeautyandcreatebeautyappeal.

2.,intheartactivities,facingallthechildren,weshould

aimattheirdifferentcharacteristicsandneeds,sothateach

childwillbenurturedandnurturedbytheUnitedstates.

Childrenwithartistictalentshouldpayattentionto

developingtheirartisticpotential.

idefreeperformanceopportunities,encourage

childrentoudifferentformsofartboldlyexpressfeelings,

understandingandimaginationoftheirown,respecteach

child'sthoughtsandcreation,affirmationandacceptanceof

theiruniqueaestheticfeelingandexpression,theysharethe

joyofcreation.

4.,tosupportandencourageyoungchildrentoactively

participateinvariousartactivities,andboldperformanceat

thesametime,helpthemimprovetheirskillsandabilityto

perform.

5.,guidechildrentomakeuofthesurroundingmaterialsor

wastematerialstomaketoys,handicraftsandsoontobeautify

theirownlivesorotheractivities.

6.,forchildrentocreateconditionstodisplaytheirworks,

toguidechildrentocommunicatewitheachother,mutual

appreciation,andcommonimprovement.

(three)guidingpoints

1.,

shouldgivefullplaytotheemotionaleducationfunctionof

artandpromotetheformationofyoungchildren'ssound

ocusingsolelyontheresultsof

performanceskillsorartisticactivities,whileignoringthe

emotionalexperiencesandattitudesofyoungchildreninthe

courofactivities.

2.,thecreativeprocessandworkofyoungchildrenisan

importantwayforthemtoexpresstheirownunderstandingand

emotion,andshouldsupportchildren'spersonalityand

creativeexpression,

Overcomebiasoveremphasisonskills,skills,and

standardization.

en'sartactivityisgradually

developedintheprocessoftheboldperformance,theroleof

teachersshouldmainlyinspirechildrentoappreciateandenjoy

beauty,enrichtheiraestheticexperience,thehappy

basis,

accordingtothedevelopmentsituationandneedsofchildren,

themannerofexpressionandskillsaregiventimelyand

appropriateguidance.

ThethirdpartisorganizationandImplementation

First,kindergarteneducationisforallchildreninthepark

togrowuphealthily,andtoprovidepositivesupportandhelp

foreverychild,includingchildrenwithspecialneeds.

Two,kindergarteneducationactivitiesareteachersina

varietyofforms,purpofulandplannedtoguidechildren

lively,livelyandactiveactivitiesoftheeducationprocess.

Three,theorganizationandimplementationofeducational

activitiesistheprocessofteachers'rs

should,accordingtothe"Outline",startfromthelocaland

localconditions,andcombinetheactualsituationofthe

childreninthisclass,workoutapracticalworkplanand

implementitflexibly.

Four,theobjectivesofeducationalactivitiesshouldbeguided

bytheobjectivesofthekindergartenworkscheduleandthe

"Outline",andthechildren'sdevelopmentlevel,experience

andneeds.

Five,thelectionofeducationalactivitiesshouldbecarried

outinaccordancewiththerelevantprovisionsofthecond

partsofthecompendium,whilereflectingthefollowing

principles:

(1)itissuitableforboththeexistinglevelandthechallenge

ofyoungchildren.

(two)itisinlinewiththeactualneedsofyoungchildren,

butalsoconducivetotheirlong-termdevelopment.

(three)clotothelifeofyoungchildrentochoochildren

interestedinthingsandproblems,butalsohelptoexpand

children'xperienceandvision.

Six,educationorganizationshouldfullyconsiderthe

characteristicsofthestudyandunderstandingofthechildlaw,

thecontentofeachdomaintoorganicconnection,mutual

penetration,focusoncomprehensive,interest,activity,

educationinlife,thegame.

Seven,theorganizationoftheactivitiesofeducationshould

bebadontheneedofreasonablearrangement,becau,due

tothecontent,duetoflexibleuofmaterials.

Eight,theenvironmentisanimportanteducationalresources,

shouldbecreatedthroughtheuoftheenvironment,and

effectivelypromotethedevelopmentofyoungchildren.

(a)thekindergarten,facilities,materialsandconventional

requirementsshouldbeconducivetothecau,support

children'sgamesandavarietyofexplorationactivities,is

conducivetothecau,supportthepositiveinteraction

betweenchildrenandtheenvironment.

(two)children'speergroupsandkindergartenteachersare

valuableeducationalresourcesandshouldgivefullplaytothe

roleofthisresource.

(three)theteacher'sattitudeandmanagementstyleshouldhelp

toformasafeandwarmmentalenvironment,andthebehavior

shouldbeagoodexampleforthechildrentolearn.

(four)

accordancewiththeprincipleofrespect,equalityand

cooperation,weshouldstriveforunderstanding,supportand

activeparticipationofparents,andactivelysupportandhelp

parentsimprovetheireducationalability.

(five)makefulluofthenaturalenvironmentandthe

educationalresourcesofthecommunitytoexpandthespaceof

children'dergartenshouldrvethe

earlyeducationofthecommunityatthesametime.

Nine,arrangeandorganizedailylifescientificallyand

rationally.

(1)thetimescheduleshouldhaverelativestabilityand

flexibility,whichisconducivetotheformationoforder,to

meetthereasonableneedsofyoungchildren,andtotakecare

ofindividualdifferences.

(two)teachersdirectguidanceactivitiesandindirect

guidanceactivities,toensurethatchildrenhaveappropriate

rs'direct

guidanceofcollectiveactivitiesshouldensuretheactive

participationofchildrenandavoidthewasteoftime.

(three)minimizeunnecessarycollectiveactionsand

transitions,andreduceandeliminatepassivewaiting.

(four)establishgoodroutine,avoidunnecessarymanagement

behavior,andgraduallyguidechildrentolearn

lf-management.

Ten,teachersshouldbethesupporter,cooperatorandguider

ofchildren'slearningactivities.

(1)tocommunicatewithchildreninanattitudeofcaring,

patientlyandtrytounderstand

tand

encouragethemtoexploreandexpressthemlvesbravely.

(two)goodatdiscoveringchildren'sinterestinthings,games

andaccidentaleventsimpliedintheeducationalvalue,ize

theopportunity,andactivelyguide.

(three)payattentiontothechildren'sperformanceand

reactionintheactivities,nsitivetotheirneeds,timely

responinanappropriatemanner,andformacooperative

inquirytypeteacher-studentinteraction.

(four)respectforindividualdifferencesinchildren'slevel

ofdevelopment,ability,experience,learningmethods,andso

on,sothateverychildcanbesatisfiedandsuccessful.

(five)payattentiontothespecialneedsofyoungchildren,

includingallkindsofpotentialdevelopmentandbarriersto

development,andworkclolywiththefamilytopromotethe

healthygrowthofchildren.

Eleven,kindergarteneducationtochildrenwith0-3yearsof

conrvationeducationandprimaryschooleducation

connection.

Thefourthpartiducationalevaluation

First,educationevaluationisanimportantcomponentof

enecessarymeanstounderstand

thesuitabilityandeffectivenessofeducation,toadjustand

improvethework,topromotethedevelopmentofeverychildand

toimprovethequalityofeducation.

Two,managers,teachers,childrenandtheirparentsareall

evaluationprocessisaprocessofjointparticipation,mutual

supportandcooperationamongallparties.

Three,theprocessofevaluationisaprocessthatteachersu

professionalknowledgetoexamineeducationalpractice,

discover,analyze,studyandsolveproblems,andalsoisan

importantwayforlfgrowth.

Four,theevaluationofkindergarteneducationismainlybad

onthelf-evaluationofteachers,theprincipalandthe

relatedmanagers,otherteachersandparents.

Five,evaluationshouldbeaccompaniedbythewholeeducational

hensiveobrvation,conversation,

workanalysisandothermethods.

Six,children'sbehavioranddevelopmentandchangeshave

importantevaluationsignificance,teachersshouldregardit

astheimportantevaluationinformationandthebasisfor

improvementwork.

Seven,theevaluationofeducationshouldfocusonthe

followingaspects:

(1)whethertheaimsofeducationalprogramsandeducational

activitiesarebadonunderstandingthecurrentsituationof

childreninthisclass.

(two)whetherthecontent,mode,strategyandenvironmentof

educationcanaroutheenthusiasmofchildren'slearning.

(three)whethertheeducationprocesscanprovideuful

learningexperienceforchildrenandmeettheirdevelopment

needs.

(four)whethereducationalcontentanddemandscanmeetthe

needsofgroupsandindividualdifferences,sothateverychild

candevelopandhaveanofsuccess.

(five)isteacher'sinstructionbeneficialtochildren's

activeandeffectivestudy?.

Eight,theasssmentofchildren'sdevelopmentshouldpay

attentionto:

(a)thepurpoofaclearevaluationistounderstandthe

developmentneedsofyoungchildreninordertoprovidemore

appropriatehelpandguidance.

(two)acomprehensiveunderstandingofthedevelopmentofyoung

children,topreventone-sided,especiallytoavoidonly

knowledgeandskills,ignoringtheemotional,socialand

practicalabilitytendency.

(three)adoptnaturalmethodsindailyactivitiesandeducation

yobrvedbythetypicalsignificanceof

children'sbehaviorandtheaccumulationofavarietyofworks,

etc.,isanimportantbasisforevaluation.

(four)admitandpayattentiontotheindividualdifferences

ofchildren,avoidusingastandardtoevaluatedifferent

children,anduthemcarefullybeforechildren.

(five)tolookatchildrenwithadevelopingview,wemust

understandtheexistinglevel,andpaymoreattentiontothe

speed,characteristicsandtendencyofthedevelopment.