论文部分内容阅读
山区人民在温饱问题解决之后,办学热情普遍高涨,对学前教育也开始重视起来。不少的山庄相继办起了幼儿园(班)。但这些山区幼儿园(班),规模小,条件差,幼儿人数不等,年龄不一,百分之九十以上的幼儿园(班)只有一名幼儿教师。教师成天围着幼儿转,备课没时间,上课盲目讲,根本不能完成教育教学任务,达不到“纲要”的要求。针对这些问题,从一九八六年开始,我县教研室幼教组,组织全县幼儿教师认真学习“纲要”,
After the issue of adequate food and clothing has been solved in the mountainous areas, enthusiasm for running schools has been on the rise. Pre-school education has also begun to attach importance to it. Many villas have started a kindergarten (class). However, these kindergartens (classes) in mountainous areas are small in scale, poor in terms of conditions and have a small number of children. They have different ages and over 90% of kindergartens have only one kindergarten teacher. Teachers around the child turn around, prepare lessons no time, class blindly speaking, simply can not complete the task of education and teaching, reach the “outline” requirements. In response to these problems, starting from 1986, the preschool education team in our county department organized preschool teachers in the county to conscientiously study the “Outline”