What Is a Base Scenario?

The characteristics of the program teaching are the theme, the direction, method, and length of the course content, which are almost entirely from the child's idea, not the teacher's preparation. Teachers must actively encourage children to express or express their thoughts and feelings through spoken words, limbs, artistic creations, etc., to acutely observe children's interests, abilities, and reactions, and to deeply understand children's ideas and old experiences, to assist children in planning, implementing, Evaluate and revise the learning plan, and construct new concepts from the process of actual observation, exploration, operation, and experiment.

Program teaching

Under the influence of Dewey's progressive educational thinking, Kebech published the article "Pedagogical Teaching Method" (multiple translations in China as "Design Teaching Method") in 1918, advocating this teaching mode. Ke Bache wrote in his article that the term "scheme" was not his invention, nor was it first introduced to the field of education, and he did not know how many years the term had existed.

However, due to his advocacy of program teaching, many schools at that time scrambled to adopt this teaching method. Since the 1920s, the University of London scholar 1saacs (S.) has advocated the use of program teaching to implement teaching. It was widely used in British early childhood schools in the 1960s and 1970s. The core part of the teaching in British kindergarten schools is program teaching.

In the 1970s, open education in the United States also featured program teaching as its main feature. The interest in the value of program teaching was reawakened by Katz and others in the late 1980s. For more than two decades, one of the main features of the Italian Reggio education system, which has drawn widespread attention from the preschool education world, is program teaching.

Katz (L.C.), a well-known American child educator, advocates program education. She and Chard (S.C.) co-authored a book entitled "Engaging Children's Minds: The Project Approach" in 1989, which had a great impact. In this book, Katz and Chad believe that "program teaching is not just teaching methods and learning methods, but also what is taught and what is learned. From the perspective of teaching, program teaching particularly points out that teachers must be humane. To encourage children to interact meaningfully with people, things, and things in the environment; from a learning point of view, program teaching emphasizes that children must actively participate in their research programs. "(They believe that program teaching can enrich children's The spiritual world allows children to understand the outside world through their own experiences, encourages children to ask questions, solve problems, and actively interact with the environment.

The program teaching also has the effect of balancing the curriculum, producing community-based classrooms and living in educational institutions. In addition, program teaching can also challenge teachers' minds, thereby improving teaching effectiveness.

For a class with a "lion" theme, the process of determining the theme may be because

Differences from traditional teaching methods

"Children, open page 15 of the math textbook and read the question on the book. What should be the answer?" "Children, write B on each cell in this line of the book. Beautiful! "The traditional teaching method emphasizes the cultivation of children's basic skills of reading, writing, and reading. Most of the lessons use reading books and take division teaching. There is no relationship between the subjects in the phonetic notation and mathematics in the next lesson. The teacher follows the textbook. Progressive class requires children to achieve learning effects through paperwork, continuous chanting, memory and repetitive exercises, which is also called "fill-in-duck teaching".

Under this type of teaching, children can easily develop an attitude of passive learning, be unable to enjoy learning, or develop the ability to think and judge independently; it is obvious that the specific results that they can see are the subjects they can learn Content knowledge is recited or written, but even so, children may not really understand the concepts, and they are less likely to apply what they have learned to life situations. In kindergartens that adopt this type of teaching, most of the principals or teachers have no professional training in early childhood education, or lack of professional competence, or have no educational ideals, and follow the requirements of some unsuspecting parents. In fact, this kind of teaching is the easiest, but the most inconsistent with the principles of early childhood education. This is some of the most commonly used teaching methods in kindergartens in order to save personnel costs by employing low-educated, untrained personnel as teachers.