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随着农村经济的发展和计划生育的实行,农村幼儿教育的组织结构、教学内容和教学方法起了带有时代性的变化。过去,入园(班)的以6岁儿童为主,称为学前班;而今,一方面因出生率下降,3～6岁儿童逐年减少;另一方面因家长需要腾出手来发展生产,送3～5岁儿童入园(班)的日益增加,于是农村的学前班也由此而变成由几个年龄儿童组成的混合班,而且这种混合班越来越多。如目前我县745个幼儿班中,混合班就有529班,占70%。不难看出,如何搞好混合班教学已是农村幼教事业巩固发展的关键。因此,关于混合班的教学组织形式和方法,就成了一个急待研究的课题。我采取访问、听课、议论、试验等方法作了调查研究,认为采用下列三种基本形式是可取的:
With the development of rural economy and the implementation of family planning, the organizational structure, teaching content and teaching methods of early childhood education in rural areas play a time-changing role. In the past, the majority of children aged 6 were enrolled in the park (class), and were referred to as pre-school classes. Nowadays, on the one hand, children aged 3 to 6 years are declining due to the declining birth rate; on the other, parents need to release their hands to develop their production, As 5-year-olds are admitted to school (classes), the number of preschool classes in rural areas is thus becoming a mixed class consisting of children of several ages, and the number of such classes is increasing. For example, at present there are 745 preschool classes in our county, with 529 mixed classes, accounting for 70%. It is not hard to see how to improve the teaching of mixed classes is the key to the consolidation and development of rural preschool education. Therefore, the teaching organization forms and methods of mixed classes have become an urgent topic to be studied. I took the interview, lectures, discussions, experiments and other methods were investigated and considered that the adoption of the following three basic forms is desirable: