幼儿园双语教育指导纲要

(完整版)《幼儿园教育指导纲要》幼儿园教育指导纲要是指导我国学前教育教育教学、管理以及质量评估的重要文件，其发布旨在提高我国幼儿园教育服务水平，确保幼儿园教育健康有序发展。

幼儿园教育指导纲要总共包含七个部分，本文将从以下几个方面对其进行梳理：【第一部分：引言】该部分主要阐述了纲要的目的和意义，以及指导思想和基本原则。

在撰写电子文档时，可以总结出幼儿园教育指导纲要的核心要素和指导思想，便于更好地贯彻实施。

【第二部分：幼儿园发展的基本任务和指导原则】该部分主要介绍幼儿园所要承担的基本任务和目标，包括促进幼儿健康成长，促进幼儿全面发展，为基础教育奠定健康基础等。

同时，也有针对性地提出了开展幼儿园教育的指导原则，包括科学指导、德育为先、注重个性、整体发展、注重实践等。

在文档撰写时，可以侧重讲解这些基本任务和指导原则的内涵、实施方法以及操作技巧。

【第三部分：教育内容和基本要求】该部分从语言、数学、科学、艺术、身体与健康、社会生活等六个方面，明确了幼儿园的教育内容和基本要求。

在撰写文档时，可以针对每一项内容分别进行说明，详细介绍教育目标、教育内容、评价标准等，并结合具体案例进行分析和论述。

【第四部分：教育组织与管理】该部分主要阐述了幼儿园的教育组织形式和管理制度。

对于幼儿园工作者而言，应当关注其中的师幼互动、家园共育、幼儿课程方案、活动计划、幼儿园环境设计等方面内容，并从实践中总结出有效的工作方法和经验。

【第五部分：安全保障和卫生保健】该部分强调幼儿园应当建立健全的安全保障机制和卫生保健措施，保证幼儿在园期间的身体、心理健康。

文档应当重点介绍幼儿园防控教育方面的内容，如幼儿园常见疾病认知、预防措施及急救处理等。

【第六部分：教育质量评估】该部分介绍关于幼儿园教育质量评估的内容和要求，强调评估应当注重全面性和科学性，以数据为依据，多角度反映幼儿发展状况。

这部分的内容可以结合幼儿园的实际情况，提出相应的评估方案和方法。

新疆农村双语幼儿园学前班教育指导纲要随着新疆农村地区的发展，双语教育成为了当地幼儿园教育中的一个重要议题。

新疆地处我国边疆地区，拥有丰富的民族文化资源，其中包括了汉族、维吾尔族、哈萨克族等多个民族。

这样的多元文化环境为双语幼儿园的发展提供了基础，同时也给教育工作者提出了新的挑战。

在这篇文章中，我们将探讨新疆农村双语幼儿园学前班教育指导纲要。

首先，我们需要明确教育的目标。

双语幼儿园的目标是培养学生的语言能力和文化认同感。

在新疆农村地区，不论是汉族幼儿还是少数民族幼儿，都需要学习本民族的语言和文化，并尊重和接纳其他民族的语言和文化。

因此，教育指导纲要应该注重培养学生的双语能力和文化意识。

接下来，我们谈谈在教育指导纲要中需要包含哪些内容。

首先是语言教育。

对于汉族幼儿，应该注重汉语的学习和培养母语的阅读、写作和口语表达能力。

对于少数民族幼儿，应该注重维吾尔语、哈萨克语等民族语言的学习，以及与汉语的融合。

语言教育是基础，也是幼儿园双语教育的核心。

除了语言教育，文化教育也是重要的内容。

学前班阶段，应该培养学生对自己文化的兴趣和认同感，同时也要尊重和接纳其他民族的文化。

教师可以通过绘本、游戏、歌曲等形式，让学生了解各个民族的传统习俗和文化特点。

通过了解其他民族的文化，学生可以增加对多元文化的理解和尊重。

除了语言和文化教育，幼儿园还需要关注学生的全面发展。

指导纲要应该明确培养学生的认知、情感、社交和身体等方面的能力。

在认知方面，幼儿需要通过游戏、探索等方式培养想象力和创造力。

在情感方面，需要和谐的家庭环境和师生关系，培养学生的自信心和情感稳定性。

在社交方面，需要培养学生的合作精神和团队意识。

在身体方面，需要注重体育锻炼和卫生习惯的培养。

教育指导纲要的实施需要有相应的教育资源和师资力量。

政府要加大对农村双语幼儿园的支持，为教师提供培训和教学资源，改善教育设施和条件。

同时，需要建立起家长与学校之间的密切联系，形成家校合作的良好氛围，共同促进学生的发展。

《幼儿园教育指导纲要》的内容与要求
标题：《幼儿园教育指导纲要》的内容与要求
一、引言
《幼儿园教育指导纲要》是我国幼儿教育的重要指导文件，旨在为幼儿园提供科学的教育理念和方法，以促进儿童全面和谐发展。

二、内容概述
1. 教育目标：《纲要》明确提出，幼儿园教育的目标是“健康、语言、社会、科学、艺术”五大领域全面发展，培养孩子的良好习惯和行为规范。

2. 教育原则：强调尊重孩子的发展特点和个体差异，坚持以游戏为主要活动形式，注重生活教育和社会实践，鼓励家园合作，实现教育的一致性和连续性。

3. 教育内容：包括健康、语言、社会、科学、艺术五个领域。

每个领域都设定了具体的教育内容和目标，如在健康领域，主要关注孩子的生活习惯、自我保护能力等。

三、具体要求
1. 要求教师树立正确的教育观，尊重每一个孩子，关注他们的个体差异，做到因材施教。

2. 要求教师具备丰富的专业知识和技能，能够灵活运用各种教学方法和手段，激发孩子的学习兴趣。

3. 要求幼儿园创设良好的教育环境，提供丰富多样的学习材料和活动，满足孩子的发展需要。

4. 要求幼儿园建立家园联系机制，定期向家长反馈孩子在园的表现，引导家长参与孩子的教育过程。

四、结语
《幼儿园教育指导纲要》为我们提供了明确的教育方向和实施策略，我们应该深入理解和贯彻其精神实质，努力提升幼儿园教育的质量和效果，为孩子的健康成长打下坚实的基础。

《幼儿园教育指导纲要》主要内容
《幼儿园教育指导纲要》主要强调以下思想：
1. 幼儿园教育应为每一个幼儿的近期和终身发展奠定良好的素质基础。

2. 幼儿园应与家庭、社会密切配合，共同为幼儿创造一个良好的成长环境。

3. 幼儿园是幼儿生活和学习的重要场所，应丰富幼儿的生活，满足他们身心发展的需要，帮助他们度过快乐而有意义的童年。

4. 幼儿园教育应充分尊重幼儿作为学习主体的经验和体验，尊重他们身心发展的规律和学习特点，以游戏为基本活动，引导他们在与环境的积极相互作用中得到发展。

5. 幼儿园教育应充分照顾幼儿的个体差异，为每一个幼儿提供发挥潜能的机会，促使他们在已有水平上得到应有的发展。

此外，《幼儿园教育指导纲要》还指出，幼儿园教育的内容是广泛的、启蒙性的，可按照幼儿学习活动的范畴相对划分为健康、社会、科学、语言、艺术等五个方面，也可以按其它方式划分。

各方面的内容都应包含知识技能、情感态度、活动方式方法等多方面的学习。

幼儿园教育指导纲要组织与实施步骤幼儿园教育指导纲要是指对幼儿园教育工作进行指导和规范的一份文献，目的是制定一个可靠的教育方针，确保幼儿园的教育工作能够得到有效的指导和支持，保障幼儿园教育的质量和水平。

下面将对幼儿园教育指导纲要组织与实施步骤进行详细介绍。

一、幼儿园教育指导纲要重点内容1、教育目标：幼儿园的教育目标是开发幼儿的思维能力，加强语言、身体、情感和社交能力训练等方面的教育，帮助幼儿在各方面得到更好的发展。

此外，幼儿园教育的目标也包括早期卫生保健与安全方面的教育。

2、教育内容：幼儿园的教育内容应以幼儿的身心发展及兴趣爱好为主要依据，开展各种适应幼儿需要的教育活动。

教育内容应包括语言、音乐、美术、科学、社会、生活、运动等方面，具体内容可由教师根据幼儿需求和年龄特征进行选择。

3、教育原则：幼儿园教育应遵循幼儿自由、积极、愉快地学习的原则，教育课程应适应幼儿年龄和发展阶段的特征，注重幼儿学习的经验和活动。

此外，教育工作的实践应按照科学的马克思主义教育理论来进行。

4、教育模式：幼儿园教育模式包括集体教育、个体教育和双语教育，每一种教育模式都有其适用的场合和教育效果，教师应根据幼儿需求灵活选择，并结合幼儿的家庭环境进行教育。

5、教育评价：幼儿园教育评价主要从行为、态度和技能等方面进行，教育评价应遵循幼儿的生长发展，促进幼儿的全面成长，同时也应注重对幼儿个性、特长等因素的评价。

二、幼儿园教育指导纲要组织与实施步骤1、明确组织架构和实施方案幼儿园应根据地方政府颁布的相应法规和幼儿园教育指导纲要的要求，明确幼儿园教育的组织结构和实施方案。

教育部门应按照幼儿园教育指导纲要的要求开展相关培训，保障幼儿园教师和幼儿的教育权益。

2、建立幼儿园教育指导委员会幼儿园应建立由学校主要负责人、幼儿园教师、家长等组成的幼儿园教育指导委员会，委员会定期召开会议，讨论幼儿园教育的相关问题，拟定教育指导方案。

同时，委员会也应根据有关法律法规开展相关学术研究，推广并贯彻执行幼儿园教育指导纲要。

幼儿园教育指导纲要（语言领域）
四、语言
——提高幼儿语言交往的积极性、发展语言能力
（一）目标
1．喜欢与人谈话、交流；
2．注意倾听并能理解对方的话；
3．能清楚地说出自己想说的事；
4．喜欢听故事、看图书。

（二）教育要求
1．创造一个自由、宽松的语言交往环境，支持、鼓励、吸引幼儿与教师、同伴交谈，体验语言交流的乐趣。

2．养成幼儿注意倾听的习惯，展语言理解能力；
3．鼓励幼儿用清晰的语言表达自己的思想和感受，发展语言表达能力；
4．教育幼儿使用礼貌语言与人交往，养成文明交往的习惯；
5．引导幼儿接触优秀的儿童文学作品，使之感受语言的丰富和优美；
6．培养幼儿对生活中常见的简单标记和文字符号的兴趣；
7．利用图书和绘画，引发幼儿对阅读和书写的兴趣，培养前阅读和前书写技能；
8．提供普通话的语言环境，帮助幼儿熟悉、听懂并学说普通话。

少数民族地区还应帮助幼儿学习本民族语言。

（三）指导要点
1．幼儿的语言是通过在生活中积极主动地运用而发展起来的，单靠教师直接的“教”是难以掌握的。

教师应充分利用各种机会，引导幼儿积极运用语言进行交往。

2．语言学习具有个别化的特点，教师应重视与幼儿的个别交流和幼儿之间的自由交谈。

3．语言能力是一种综合能力，幼儿语言的发展与其情感、思维、社会参与水平、交流技能、知识经验等方面的发展是不可分割地联系在一起的，语言教育应当渗透在所有的活动中。

新疆维吾尔自治区农村“双语”幼儿园(学前班)教育指导纲要为贯彻落实国家《幼儿园教育指导纲要(试行)》、自治区党委、自治区人民政府《关于大力推进“双语”教学工作的决定》(新党发〔2004〕2号)、《自治区关于加强少数民族学前“双语”教育的意见》(新党办发〔2005〕28号)和《关于进一步加强少数民族学前和中小学“双语”教学工作的意见》(新党办发〔2008〕19号)的精神，正确指导我区农村“双语”幼儿园(学前班)教育教学工作，结合我区农村学前“双语”教育实际情况，特制定本纲要。

第一部分总则一、幼儿园教育是基础教育的重要组成部分，是我区学校教育和终身教育的奠基阶段。

新疆农村“双语”幼儿园(学前班)学制为两年。

二、“双语”幼儿园(学前班)应从实际出发，实施“双语”教育和素质教育，为少数民族幼儿身心发展奠定良好的基础。

要特别注重培养幼儿热爱祖国、民族团结、互帮互助、文明礼貌的良好品德。

三、“双语”幼儿园(学前班)要在促进少数民族幼儿全面发展的前提下，遵循语言学习规律，重点培养少数民族幼儿汉语交流的能力，打好汉语的听、说基础，为少数民族幼儿进入下一阶段的学习和生活做好准备。

四、“双语”幼儿园(学前班)必须遵循少数民族幼儿身心发展规律和学习特点，以游戏为基本活动，保教并重，选择和实施有利于幼儿全面发展的课程，寓语言学习于各项活动之中，使幼儿获得健康、快乐，富有个性的发展。

避免“小学化”教育倾向，杜绝违背幼儿教育规律、有损幼儿身心健康的行为。

五、“双语”幼儿园(学前班)应利用家庭及周边环境的教育资源，扩展幼儿生活和学习的空间，共同为幼儿的发展创造良好的环境。

六、“双语”幼儿园(学前班)教师要尊重少数民族幼儿身心特点，满足幼儿在发展过程中的各种需要，努力为幼儿创造一个积极、愉快的“双语”学习环境。

七、“双语”幼儿园(学前班)必须科学安排幼儿一日生活，保证幼儿有足够的游戏和教育活动时间。

建立一日生活常规，注重幼儿良好的生活和学习习惯的养成教育。

幼儿园英语教育教学大纲一、前言1. 英语教育在幼儿园阶段的重要性在当今社会，随着全球化的快速发展，英语已成为国际间交流的重要语言之一。

培养幼儿的英语语言能力已成为教育的重要任务。

在幼儿园阶段，英语教育应注重培养幼儿的语言能力、交际能力和文化意识，同时激发幼儿对英语学习的兴趣，为他们未来的学习打下良好的基础。

2. 编写本教学大纲的目的和意义本教学大纲旨在规范幼儿园英语教育教学工作，为教师提供指导，帮助他们设计和开展英语教学活动。

通过本教学大纲的实施，可以促进幼儿英语教育教学的科学化、系统化和规范化，提高教育教学质量。

二、教学目标1. 语言能力目标（1）培养幼儿的听、说、读、写能力，使他们能够运用简单的英语进行日常交流；（2）激发幼儿学习英语的兴趣，树立积极的学习态度。

2. 社交能力目标培养幼儿的合作意识和团队精神，培养他们与他人进行英语交流的能力。

3. 文化意识目标通过英语教学，培养幼儿对英语国家的文化和习俗有一定的了解，促进跨文化交际能力的培养。

三、教学内容及重点难点1. 教学内容（1）英语基础知识：字母、数字、颜色、形状等；（2）日常用语：问候语、自我介绍、简单的日常用语等；（3）生活常识：食物、动物、天气、家庭等；（4）英语歌曲、游戏：通过歌曲和游戏的形式，培养幼儿的听力和口语能力。

2. 重点难点（1）培养幼儿的英语语音语调，让他们能够正确地发音；（2）培养幼儿的英语听力和口语表达能力；（3）通过英语歌曲和游戏的形式，激发幼儿对英语学习的兴趣。

四、教学方法1. 游戏教学法幼儿园英语教学应注重趣味性和互动性，教师可以通过游戏的形式进行英语教学，激发幼儿的学习兴趣，增强他们的参与度。

2. 形象教学法教师可以运用图片、动画等形象化的教具来进行英语教学，让幼儿在视觉上产生直观、鲜明的印象，从而更好地理解和记忆学习内容。

3. 情境教学法通过创设情境，让幼儿在真实的语言环境中进行英语交流，提高他们的语言运用能力。

2001年《幼儿园教育指导纲要》（Guidelines for kindergarteneducation in 2001）Guidelines for Kindergarten Education (for TrialImplementation)(issued by the Ministry of education in July 2, 2001)Part I General ProvisionsI. in order to implement the People's Republic of Chinaeducation law, the regulations on the administration ofkindergartens and the rules of work in kindergartens, and guide the kindergarten to carry out quality education in depth, this outline is formulated.Two, kindergarten education is an important component of basic education, and it is the foundation stage of school educationand lifelong education in china. All types of kindergartens in urban and rural areas should proceed from reality and carry out quality education according to local conditions, so as to laya good foundation for the development of children's life.Three, kindergartens should work closely with families and communities to connect with primary schools and make full useof various educational resources to create favorableconditions for the development of children.Four, kindergarten should provide children with healthy, rich living and living environment, to meet their needs in manyaspects of development, so that they can get in the happychildhood experience beneficial to the development of the body and mind.Five, the kindergarten education should respect thepersonality and the right to respect the laws of physical andmental development and learning characteristics, to the gameas the basic activities, teaching methods, pay attention toindividual differences, promote the development of each child personalized.The second part is the content and requirements of EducationThe content of kindergarten education is comprehensive and enlightening, and can be divided into five areas, such as health, language, society, science and art. The contents of each field permeate each other and promote the development of children's emotion, attitude, ability, knowledge and skills fromdifferent perspectives.I. health(1) objectives1., good health, emotional stability and happiness incollective life;2., living and health habits are good, have the basic self-care ability;3. know the necessary safety tips and learn how to protectyourself;4., like to participate in sports activities, coordination and flexibility.(two) content and requirement1., establish a good teacher-student relationship, so thatchildren feel warm i n the collective life, happy mood, a sense of security and trust.2., with the parents, according to the needs of young children to establish a scientific life routine. Cultivate children'sgood diet, sleep, washing, excretion and other habits andself-care ability.3., education children love cleaning, hygiene, pay attentionto maintain personal and living place clean and sanitary.4., close to the life of young children to carry out safety,nutrition and health education, improve children'sself-protection awareness and ability.5., carry out colorful outdoor games and sports activities,cultivate children's interest and habits in sports activities, enhance their physique and improve their adaptability to the environment.6. develop basic movements i n ways that children are interested in, improve coordination and flexibility of movement.7., in sports activities, training children strong, brave, notafraid of difficulties, quality and initiative, optimistic,cooperative attitude.(three) guiding points1., kindergarten must protect the lives of young children andpromote children's health in the first place in the work.Establish correct concept of health, and pay attention tochildren's mental health while paying attention to children's health.TwoWe should attach great importance to and meet the needs ofchildren affected by the protection, care, and respect and meet the independence requirements of their growing, avoidexcessive protection and acting on their behalf, try toencourage and guide the children themselves, self-reliance.3. activities in the field of health should fully respect thelaw of children's growth and development, and strictly prohibit any competition, performance or training that is detrimentalto children's health in any name.4., training children's interest in sports activities is animportant goal of kindergarten sports, according to thecharacteristics of children, to organize lively, interestingand diverse forms of sports activities, to attract children to participate actively.Two, language(1) objectives1. be willing to talk with others and speak politely;2. pay attention to listening to each other and understandeveryday language;3. be able to say clearly what you want to say;4. like to listen to stories and read books;5. able to understand and speak mandarin.(two) content and requirement1. to create a free and relaxed language communication environment, support, encourage and attract children andteachers, peer conversations or other people, experience oflanguage communication, learn to use appropriate and polite language communication.2., develop children's habit of listening attentively, develop language comprehension ability.3., encourage children to express their ideas and feelingsboldly and clearly, try to explain and describe simple thingsor processes, and develop language skills and thinking ability.4., guide children to contact excellent children's literature, make them feel the richness and beauty of the language, andthrough a variety of activities to help children to deepen the experience and understanding of the work.5. develop children's interest in simple symbols and symbolsthat are common in life.6. use books, paintings, and many other ways to stimulatechildren's interest in books, reading and writing, and develop pre reading and pre writing skills.7., provide Mandarin language environment, to help children understand, understand and learn mandarin. Minority areasshould also help children learn their native language.(three) guiding points1. language ability is developed in the process of using, andthe key to developing children's language is to create anenvironment that can make them want to say, dare to say, like, say, and say, and can get a positive response.2. children's language development and emotion, experience, thinking, social skills and other aspects of development areclosely related, therefore, an important way to the development of children language through various areas of mutualpenetration of education, to expand children's experience inthe rich and colorful activities, provide the conditions forthe development of language promotion.3., children's language learning has individualcharacteristics, individual communication between teachersand children, free talk among children, etc., which is ofspecial significance for children's language development.4. special attention should be paid to children with language barriers. They should work closely with parents and relevantparties and actively help them improve their language skills.Three, society(1) objectives1. initiative to participate in activities, self-confidence;2., willing to socialize with people, learn to help each other, cooperate and share, and have compassion;3. understand and follow the basic rules of social behavior in daily life;4., you can do what you can, not afraid of difficulties, there is a sense of responsibility;FiveLove your parents, elders, teachers and companions. Love your group, love your hometown, and love your country.(two) content and requirement1. guide the children to participate in collective activitiesand experience of teachers and peer together the joy of life,to help them recognize themselves and others, to develop others and society close and cooperative attitude, learning ofinterpersonal skills.2. provide each child with an opportunity to express hisstrengths and achieve success and increase his self-esteem and self-confidence.3., provide opportunities for free activities, support youngchildren to choose and plan activities independently,encourage them to solve problems through many efforts, and donot give up easily trying to overcome difficulties.4., in a common life and activities, in a variety of ways toguide children to understand, experience and understand thebasic rules of social behavior, learning self-discipline andrespect for others.5. educate children to take good care of toys and other things and take good care of public property and the publicenvironment.6., work with families and communities to guide children tounderstand their loved ones, and to work with people in allwalks of life, to cultivate their love for workers and respect for the fruits of labor.7., make full use of social resources, guide the children toexperience the richness and excellence of the motherlandculture, experience the changes and development of their hometown, and stimulate the affection of the children to lovetheir hometown and the motherland.8., we should introduce the culture of all ethnic groups andother countries and ethnic groups, so as to make them aware of the diversity and diversity of human c ulture, and to cultivate understanding, respect and equality.(three) guiding points1., education in the social sphere has subtle characteristics.To cultivate children's social attitudes and social emotionsin particular should be infiltrated in all aspects of variousactivities and daily life, to create a good environment can make children feel accepted, care and support, to avoid a single dull speech sermon.2., the common life, communication, exploration and gamesbetween young children and adults, companions are importantways of social learning. Children should be provided withopportunities and conditions for interpersonal interaction and common activities, and should be guided.3., social learning is a long process of accumulation, whichrequires close cooperation and coordination amongkindergartens, families and society to promote the formationof good social quality of children.Four, science(1) objectives1. interested in the surroundings, phenomena, curiosity andthirst for knowledge;2. can use a variety of senses, hands-on, brain, explore theproblem;3. can express and communicate the process and result ofexploration in an appropriate way;4. can sense the quantity relationship of things from life and games and experience the importance and interest ofmathematics;5., caring for animals and plants, caring about the environment, close to nature, cherish natural resources, there is apreliminary awareness of environmental protection.(two) content and requirement1., guide children on the side of common things andcharacteristics of the phenomenon, changes in the law ofinterest and inquiry desire.2., for children's inquiry activities to create a relaxedenvironment, so that each child has the opportunity toparticipate in the trial, support, encourage them to boldly ask questions, make different views, learn to respect otherpeople's views and experience.3. provide a wide range of actionable materials,For each child can use a variety of senses, a variety of waysto explore, providing conditions for activities.4., through the guidance of children actively participate ingroup discussions, explore ways to cultivate children'scooperative learning consciousness and ability, learning touse a variety of ways of performance, communication, sharing, exploration process and results.5. children interested in the environment surrounding thenumber, shape, quantity, time and space, construction of thenumber of initial concept, and learn to solve life and the game in some simple problems with simple mathematical method.6., from life or media familiar with the scientific andtechnological achievements of young children, guide childrento feel the impact of science and technology on life, tocultivate their interest in science and respect for scientists.7., on the basis of children's life experience, to help children understand the relationship between nature, environment andhuman life. From the small things around, cultivate initialawareness and behavior of environmental protection.(three) guiding points1., the scientific education of children is a scientificenlightenment education, focusing on stimulating children's understanding of interest and desire to explore.2., we should try to create conditions for children toparticipate in inquiry activities, so that they can feel theprocess and methods of scientific inquiry and experience thepleasure of discovery.3., science education should be closely linked with the actual life of young children, and use the things and phenomena around them as the object of scientific exploration.Five, art(1) objectives1. can feel and enjoy the beauty of environment, life and art.2., like to participate in art activities, and can boldlyexpress their feelings and experience.3. be able to perform artistic performance in the way you like.(two) content and requirement1., guide children to contact with the surrounding environment and life of good people, things, things, enrich theirperceptual experience and aesthetic appeal, and stimulatetheir performance of beauty and create beauty appeal.2., in the art activities, facing all the children, we shouldaim at their different characteristics and needs, so that each child will be nurtured and nurtured by the United states.Children with artistic talent should pay attention todeveloping their artistic potential.3. to provide free performance opportunities, encouragechildren to use different forms of art boldly express feelings, understanding and imagination of their own, respect eachchild's thoughts and creation, affirmation and acceptance oftheir unique aesthetic feeling and expression, they share thejoy of creation.4., to support and encourage young children to activelyparticipate in various art activities, and bold performance at the same time, help them improve their skills and ability toperform.5., guide children to make use of the surrounding materials or waste materials to make t oys, handicrafts and so on to beautify their own lives or other activities.6., for children to create conditions to display their works,to guide children to communicate with each other, mutual appreciation, and common improvement.(three) guiding points1., art is the main way to carry out aesthetic education. Itshould give full play to the emotional education function ofart and promote the formation of young children's sound personality. Avoid focusing solely on the results ofperformance skills or artistic activities, while ignoring the emotional experiences and attitudes of young children in thecourse of activities.2., the creative process and work of young children is animportant way for them to express their own understanding and emotion, and should support children's personality andcreative expression,Overcome bias over emphasis on skills, skills, andstandardization.The ability of 3. children's art activity is graduallydeveloped in the process of the bold performance, the role ofteachers should mainly inspire children to appreciate and enjoy beauty, enrich their aesthetic experience, the happyexperience of freedom of expression and creation. On t his basis, according to the development situation and needs of children,the manner of expression and skills are given timely andappropriate guidance.The third part is organization and ImplementationFirst, kindergarten education is for all children in the parkto grow up healthily, and to provide positive support and help for every child, including children with special needs.Two, kindergarten education activities are teachers in avariety of forms, purposeful and planned to guide childrenlively, lively and active activities of the education process.Three, the organization and implementation of educationalactivities is the process of teachers' creative work. Teachers should, according to the "Outline", start from the local andlocal conditions, and combine the actual situation of thechildren in this class, work out a practical work plan andimplement it flexibly.Four, the objectives of educational activities should be guided by the objectives of the kindergarten work schedule and the "Outline", and the children's development level, experienceand needs.Five, the selection of educational activities should be carried out in accordance with the relevant provisions of the secondparts of the compendium, while reflecting the followingprinciples:(1) it is suitable for both the existing level and the challenge of young children.(two) it is in line with the actual needs of young children,but also conducive to their long-term development.(three) close to the life of young children to choose children interested in things and problems, but also help to expandchildren's experience and vision.Six, education organization should fully consider thecharacteristics of the study and understanding of the child law, the content of each domain to organic connection, mutual penetration, focus on comprehensive, interest, activity,education in life, the game.Seven, the organization of the activities of education shouldbe based on the need of reasonable arrangement, because, dueto the content, due to flexible use of materials.Eight, the environment is an important educational resources, should be created through the use of the environment, andeffectively promote the development of young children.(a) the kindergarten, facilities, materials and conventional requirements should be conducive to the cause, supportchildren's games and a variety of exploration activities, isconducive to the cause, support the positive interactionbetween children and the environment.(two) children's peer groups and kindergarten teachers arevaluable educational resources and should give full play to the role of this resource.(three) the teacher's attitude and management style should help to form a safe and warm mental environment, and the behaviorshould be a good example for the children to learn.(four) the family is an important partner in kindergarten. In accordance with the principle of respect, equality andcooperation, we should strive for understanding, support andactive participation of parents, and actively support and help parents improve their educational ability.(five) make full use of the natural environment and theeducational resources of the community to expand the space of children's life and study. The kindergarten should serve theearly education of the community at the same time.Nine, arrange and organize daily life scientifically andrationally.(1) the time schedule should have relative stability andflexibility, which is conducive to the formation of order, tomeet the reasonable needs of young children, and to take careof individual differences.(two) teachers direct guidance activities and indirectguidance activities, to ensure that children have appropriate independent choice and free time every day. Teachers' directguidance of collective activities should ensure the activeparticipation of children and avoid the waste of time.(three) minimize unnecessary collective actions andtransitions, and reduce and eliminate passive waiting.(four) establish good routine, avoid unnecessary management behavior, and gradually guide children to learnself-management.Ten, teachers should be the supporter, cooperator and guiderof children's learning activities.(1) to communicate with children in an attitude of caring,acceptance and respect. Listen patiently and try to understand the thoughts and feelings of young children. Support andencourage them to explore and express themselves bravely.(two) good at discovering children's interest in things, games and accidental events implied in the educational value, seizethe opportunity, and actively guide.(three) pay attention to the children's performance andreaction in the activities, sensitive to their needs, timelyresponse in an appropriate manner, and form a cooperativeinquiry type teacher-student interaction.(four) respect for individual differences in children's level of development, ability, experience, learning methods, and so on, so that every child can be satisfied and successful.(five) pay attention to the special needs of young children,including all kinds of potential development and barriers to development, and work closely with the family to promote thehealthy growth of children.Eleven, kindergarten education to children with 0-3 years of conservation education and primary school educationconnection.The fourth part is educational evaluationFirst, education evaluation is an important component ofkindergarten education. It is the necessary means t o understand the suitability and effectiveness of education, to adjust andimprove the work, to promote the development of every child and to improve the quality of education.Two, managers, teachers, children and their parents are all participants in kindergarten education evaluation. Theevaluation process is a process of joint participation, mutualsupport and cooperation among all parties.Three, the process of evaluation is a process that teachers use professional knowledge to examine educational practice,discover, analyze, study and solve problems, and also is animportant way for self growth.Four, the evaluation of kindergarten education is mainly based on the self-evaluation of teachers, the principal and therelated managers, other teachers and parents.Five, evaluation should be accompanied by the whole educational process naturally. Comprehensive observation, conversation,work analysis and other methods.Six, children's behavior and development and changes haveimportant evaluation significance, teachers should regard itas the important evaluation information and the basis forimprovement work.Seven, the evaluation of education should focus on thefollowing aspects:(1) whether the aims of educational programs and educational activities are based on understanding the current situation of children in this class.(two) whether the content, mode, strategy and environment of education can arouse the enthusiasm of children's learning.(three) whether the education process can provide usefullearning experience for children and meet their developmentneeds.(four) whether educational content and demands can meet theneeds of groups and individual differences, so that every child can develop and have a sense of success.(five) is teacher's instruction beneficial to children'sactive and effective study?.Eight, the assessment of children's development should payattention to:(a) the purpose of a clear evaluation is to understand the development needs of young children in order to provide more appropriate help and guidance.(two) a comprehensive understanding of the development of young children, to prevent one-sided, especially to avoid onlyknowledge and skills, ignoring the emotional, social andpractical ability tendency.(three) adopt natural methods in daily activities and education and teaching. Usually observed by the typical significance ofchildren's behavior and the accumulation of a variety of works, etc., is an important basis for evaluation.(four) admit and pay attention to the individual differencesof children, avoid using a standard to evaluate differentchildren, and use them carefully before children.(five) to look at children with a developing view, we must understand the existing level, and pay more attention to the speed, characteristics and tendency of the development.。

幼儿园精彩双语角英语启蒙教育活动方案幼儿园是培养孩子英语启蒙教育的重要场所，通过精彩的双语角活动，可以帮助孩子们提高英语听、说、读、写的能力，培养他们的英语兴趣。

以下是一个关于幼儿园精彩双语角的英语启蒙教育活动方案。

1.活动目标：-帮助幼儿建立英语学习兴趣；-提高幼儿的英语听力能力；-培养幼儿的口语表达能力；-引导幼儿进行简单的英语交流；-培养幼儿的团队合作能力。

2.活动准备：-制作英语角的标志牌和装饰品；-准备英语启蒙教具，如ABC卡片、形状和颜色的卡片等；-准备英语启蒙故事书和绘本；-准备英语启蒙歌曲、儿歌CD；-准备英语启蒙游戏，如英语拼图、语音游戏等。

3.活动内容：a)打招呼和自我介绍（10分钟）：- 引导幼儿用英语互相打招呼，如“Hello!” “Hi!”等；-鼓励幼儿用简单的英语介绍自己的名字、年龄、喜欢的颜色等。

b)英语启蒙教学（20分钟）：-使用ABC卡片和形状、颜色卡片，向幼儿教授英语字母、形状和颜色的基本知识；-利用绘本和故事书向幼儿展示英语故事，让幼儿通过听故事来学习英语；-播放儿歌CD，让幼儿跟着歌曲唱，提高他们的英语发音能力。

c)英语启蒙游戏（20分钟）：-制作英语拼图，让幼儿根据图片上的单词拼出正确的拼图；-进行语音游戏，教授幼儿英语字母的发音，让幼儿们模仿发音；-利用形状、颜色卡片进行分类游戏，让幼儿用英语说明卡片的不同特点。

d)小组活动（30分钟）：-将幼儿分成小组，让他们选择一本简单的英语绘本，在一定时间内用英语讲述故事；-比赛结束后，每个小组派代表上台展示，并给予鼓励和奖励。

e)总结和反馈（10分钟）：-教师对幼儿的表现进行总结和评价，并给予积极的反馈；-向幼儿介绍下一次双语角的主题和活动内容。

4.给家长的建议：-鼓励家长在家里创造英语学习环境，如播放英语歌曲、读英语故事等；-建议家长带孩子参加英语角，亲自体验并与孩子一起学习英语；-提醒家长多与孩子进行英语对话、游戏，培养孩子的英语交流能力。