陶行知理念在幼儿园教学中的运用

1、摘要：陶行知先生是我国近现代著名的教育思想家和实践家，是我国现代教育建设和改革的先行者和典范。他的“生活教育”理论是其光辉思想的典范，对当今的教育改革有很大的启发意义。作者学习了他的“生活教育”内容一一“生活即教育”后，从一切课程皆生活，教 育教学内容、形式生活化，一日生活皆课程，随机教育生活化，这两点上谈谈做法。关键词：陶行知教育生活化幼儿教育生活即教育“生活教育理论”是陶行知教育思想的重要内容，是陶行知先生为我们留下的宝贵财富。陶行知先生指出：“生活教育是以生活为中心的教育，生活与教育是一个东西，不是两个东 西。在生活教育的观点看来，它们是一个现象的两个名称。”陶行知先生认为教育与生活是一

2、致的，他指出：“生活”是人类一切实践活动的总称。教育的范围与生活的范围相等，到 处是生活，到处是教育，“整个的社会活动，就是我们的教育范围”。指南中指出：幼儿园教育活动的组织应“寓教育于生活、游戏之中”，这正是著名的教育家陶行知先生倡导的“生活即教育”的理念。陶行知先生在多年以前提出的“生活即教育”的思想，对现代教育仍然具有现实意义。幼儿对世界充满好奇，并以具体形象思维为主，因此，在生活中挖掘教育资源，贴切幼儿的实际需要，适合幼儿的实际发展水平，才是 有价值的教育内容。教育内容贴近孩子的实际生活、紧密联系生活实际，正是陶行知先生所说的“生活即教育”的理论。学习了陶行知先生的思想，我充分理解，要

3、随时关注幼儿的生 活，到幼儿的生活中寻找教育内容，其实，在幼儿的生活中， 蕴含了许许多多具有教育价值的生活素材，在日常的生活与工作中， 仔细观察孩子的兴趣点即生活中的教育点，就能不断地进行钻研与探索， 挖掘教育素材。下面我从以下两方面谈谈学习了陶行知先生的“生活即教育”的理念后，在教学中的一些实践。、一切课程皆生活，教育教学内容、形式生活化“全部的课程包括全部的生活， 一切课程都是生活，一切生活都是课程。日常生活中，如何把幼儿在幼儿园学到的数学知识和生活实际相联系，让幼儿感觉到数学就在身边，这是一个难题。实践证明，越是贴近幼儿生活的教育内容，幼儿越喜欢，因为生动、自然。每个幼儿受家庭教育、自身

4、思维的影响，对数学的敏感程度是有差异的。因此，教师要从幼儿的实际水平出发，选择幼儿能理解的、感兴趣的并且贴近幼儿实际生活的数学教育内容。如小班在开展“我喜欢的水果”的主题活动时，通过“分水果”的活动，发展幼儿的分类能力。针对小班年龄阶段发展幼儿数数能力、认识数字和理解数字的实际意义等要求，在开展“我们都是一家人”的主题活动时，通过“我的家人”、 “我家的门牌号”、 “我家的电话号码” 等一系列与幼儿生活密切相关的数学活动，激发幼儿的学习兴趣。如让幼儿数一数家里有多少人，家里人的鞋子号码、身高、体重是多少，为家人选择物品，认识家里的电话号码、门牌号码等。运用数物对应、点数对应、声音与数字对应等多

5、种方式，引导幼儿感知、体验并理解数字的意义。又如引导幼儿认识一些特殊的号码“110”、 “ 119”、 “ 120”，感知数字不同的意义。总之，在组织教学活动时，能使幼儿在教师有目的、有计划创设的情境中学习数学、理解数学，主动地体验、尝试， 并积累感性经验，使教育教学的内容、形式生活化。二、一日生活皆课程，随机教育生活化陶行知说： “全部的课程包括全部的生活， 一切课程都是生活，一切生活都是课程。 ”幼儿的学习不同于中小学生的学习，是同幼儿的一日生活紧密联系的。一日生活是幼儿学习的内容，也是幼儿学习的过程。因此，除了集体教学活动以外，在幼儿园中，一日生活的其他环节，如饮食、盥洗、游戏、散步、卫

6、生等都是幼儿的学习活动，也是幼儿的学习内容。因此，孩子的一日生活皆课程。1、榜样作用不可忽视有一次，孩子们户外活动时，我发现地上有一张废纸，于是弯腰捡了起来。这时一个孩子看到了问我： “老师，你为什么把纸捡起来啊”我故意大声说： “因为垃圾会影响幼儿园的美观啊! 如果不把废纸捡起来的话，幼儿园多脏啊! 小朋友要爱护自己的幼儿园呀! 也要保护环境 ! ”几天后我发现了孩子们主动弯腰捡垃圾的现象，并及时给予了表扬。孩子在平时一点一滴的观察中学会了维持和保护周围的环境，促进了社会性的发展，可见随机教育的重要作用。2、随机生成不可忽视一天午饭后，我和孩子们外出散步时，涵涵小朋友透过院墙看见校外焚烧树叶

7、的烟，便大叫起来： “着火了，老师 ! ”我弯下腰问他： “你怎么知道着火了”我们的交谈吸引了其他幼儿， 有的幼儿呈现紧张表情，有的幼儿紧张大叫（ 这说明幼儿已有初步的自护意识） 。 我灵机一动， 这不就是一次很好的安全教育课题吗我立刻蹲下来和孩子们聊着火了我们该怎么办呢有的幼儿说找消防叔叔，有的说打110,有的说这说明：（1）平常的安全教育是有效的。 （2） 实际联系不够，需要在随机教育中加以强化，做到不但有意识，还能强化幼儿的自护能力，尽最大能力离开火源，找大人寻求帮忙。我便带领幼儿仔细观察火源，孩子们看到枯叶还在燃烧并发出很多烟，幼儿以为真的着火了，需要请消防叔叔，打 119 电话。并提

8、出烧后的黑黑的地方怎么了周围的草漂不漂亮柔软不柔软等问题引导幼儿明白随意玩火的危害。正如陶行知所说： “全部的课程包括全部的生活，一切课程都是生活，一切生活都是课程。用陶行知生活教育思想和新课程理念指导教学实践，不仅可以克服传统教学中只注重知识传授的弊端，而且可以激发学生参与学习的主动性，促进学生学习方式的转变，教会学生热爱生活、创造生活，从而真正把以创新精神与实践能力为核心的素质教育落到实处。“生活”是一种宝贵的教育资源，也是幼儿学习的重要途径。幼儿园教育要关注幼儿，关注生活，从现实生活中挖掘教育资源，把各种教育内容与幼儿现实生活联系起来，为幼儿创设更开放的学习空间与内容，寓教育于生活、游戏

9、之中，实现幼儿园课程的生活化，促进幼儿身心和谐健康发展，为幼儿终身发展奠定基础。Abstract: Mr Tao xingzhi is our country famous education thinker and practitionerin modern times, is the pioneer of modern education construction andreform in ourcountry and the model. His "life education" theory is a model of its glorious thought, h

10、ave great enlightening significance for today's education reform. The authorstudied the content of his "life education", "life is education", after all lifefrom all courses, education teaching content and form of life, a day of life course, random education into daily life, t

11、alk about these two practices.Keywords: tao xingzhi education into daily life Early childhood education life is education"Life is education" theory is animportant part of the tao's education thought, isthe valuable wealth that Mr Tao's left for us. Mr Tao xingzhi said: "life e

12、ducation as the core of education is life, life and education is a thing, not two things.In the point of view of lifeeducation,which is a phenomenon of two names." Accordingto Mr Tao xingzhi education and life is consistent, he said: "life" is the floorboardof all humanactivities.Are

13、equal, the scope of the scope of the education and life is full of life, is full of education, "the whole social activities, it is the scope of our education".The guide pointed out: in the kindergarten education activities of the organization should be "education in the life, the game

14、", this is the famous educator tao xingzhi advocated the concept of "life is education". Mr Tao xingzhi in many years ago put forward the thought of "life is education", the modern education still has a realistic significance. Children of the world is full of curiosity, and

15、given priority to with specific image thinking, therefore, mining in life education resources, appropriate children's actual needs, suitable for the actual development level of children, is valuable education content. Education content close to the child's closely linked to the real life, re

16、al life, where Mr Tao xingzhi said "life is education" theory. Learning Mr Tao xingzhi's thought, I fully understand and will pay close attention to children's life, at any time to seek education content in children's life, in fact, in the children's life, has containedmany

17、 education valueof material life, in daily life and work, carefully observe the child's interest points that education of life, can constantly study and exploration, mining education material. I have learned from the following two aspects about the following Mr Tao's "life is education&

18、quot; concept, in some of the teaching practice.A all life, all courses, education teaching content and form of lifeTao xingzhi said: "all courses include all life,all courses are the life, all lifeis a course." In daily life, how to put the children in the kindergarten learn mathematics k

19、nowledge and real life, let childrenfeel math is near, it is a difficultproblem. Practice has proved that the more close to the early childhood education content, the more children, because of the vivid and natural.Every child under the influence of family education, their thinking, there are differ

20、ences in sensitivity of mathematics. Therefore, teachers should start from the child's actual level, choose the child can understand, and close to the young children interested in the actual life of mathematics education content. Such assmall in the theme of "I like fruit" activities,t

21、hrough the activitiesof the "fruit"development of young children's classification ability. Aimed at a small age stage development of infant's abilityto count, the digitaland understand the practicalsignificance of the requirements, such as the theme of "we are a family" i

22、n activity, through the "my family", "the house number of my house", "my home phone number," and a series of mathematical activities closely related to children's life, inspire children's interest in learning. Such as the children count how many people in the ho

23、me, the family how much is the shoes number, height, weight, for the family tochoose goods, know your home phone number, address, etc. Using several corresponding feature, points, voice and digital corresponds to a variety of ways, such as guidechildren perception, experience and understand the mean

24、ing of Numbers. And like aguide children know some special number "110", "119", "120", perception digitaldifferent meaning. In short, in the teaching activities, organizationcan makeyoungchildren in the context of teachers have a purpose, in a planned way to create the

25、learning mathematics, understanding mathematics, actively experience and try, and perceptual experience, make the education teaching content, the form of life.All courses, two, one day life random education into daily lifeTao xingzhi said: "all courses include all life, all courses are the life

26、, all life is a course." Young children's learning is different from learning of primary and middle school students, is closely related with children's day life. Life is a day on the child's learning content, also is the children's learning process. Therefore, in addition to the

27、 collective teaching activities, in kindergarten, the other aspects of life, a day like eating, wash one's hands, games, walking, health are young children's learning activities, such as too young children's learning content. Therefore, the child's life all classes a day.1, role mode

28、ls can not be ignoredOnce, when the children outdoor activities, I found a piece of waste paper lyingon the ground, then bent down to pick it up. When a child see ask me: "teacher, whydo you pick up the pieces of paper" I intentionally loudly say: "because of thegarbage can affect kin

29、dergarten beautiful! If you don't pick up the waste paper, kindergarten how dirty! Children to take care of your own kindergarten! Also wantto protect the environment!" A few days later I found the children take the initiativeto the phenomenon of bent down to pick up garbage, and timely giv

30、ing praise. Children learned in every bit of observation at ordinary times to maintain and protect the surrounding environment, to promote the social development, the important role ofrandom education.2, randomly generated can not be ignoredOne day, after lunch, I and the children go out for a walk,

31、 han han children through the wall to see the smoke of burning leaves outside, then shout: "on fire, Sir!"I bent down and asked him: "how do you know is on fire" Wetalk attracted other young children, somechildren present tense expression, some nervous children shout loudly, sugg

32、esting that children already had preliminary self protection consciousness).I a brainwave, isn't that a good security education subject I squatted down to talk to the children immediately caught on fire, what should we do Some children saiduncle find fire, some say call 110, some say. This shows

33、 that: (1) the usual safety education is effective. (2) the actual connection is not enough, need to strengthen in the random education, do not only consciously, can strengthen children's self nursing ability, the ability to do your best to leave fire, looking for an adultto help. I will lead th

34、e children watch fire, children see leaves were still burning and issue a lot of smoke, children think that really caught fire, need to pleaseuncle fire, call 119. And put forward after burning dark place what The grass around the drift not beautiful Soft soft Such problems as guide children understand the dangers of playing w