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近年来,广大幼教工作者以《幼儿园工作规程》为指导,在幼教领域进行了广泛而深入的探讨与研究,将新的意识、新的观点融入幼儿园一日活动中,开展了形式多样的、各具特色的教育改革活动。但仍有一些教师未能真正领会《规程》的内涵,教改目的不明确,对他人的教育研究成果也缺乏独立的思考与研究,因此,在教改过程中出现了一些形式主义的现象。主要表现在: 1.将教改活动理解为变花样,将幼儿园课程改革作为接待参观所用的样品。有的园一听说有人要来参观,
In recent years, the majority of preschool education workers have conducted extensive and in-depth exploration and research in the field of preschool education under the guidance of the “Kindergarten Working Rules”. They have integrated new awareness and new ideas into the one-day activities of preschool education and have conducted various forms of education. Unique educational reform activities. However, there are still some teachers who fail to truly understand the meaning of the “Regulations”, the purpose of educational reform is not clear, and there is no independent thinking or research on the educational achievements of others. Therefore, some formalist phenomena have emerged during the process of educational reform. Mainly in: 1. The reform of education as a misconduct, kindergarten curriculum reform as a visit to visit the sample. Some garden heard someone want to visit,