Research on the Implicit Teaching Objectives Contained in the Routine Activities of Kindergarten and the Practical Wisdom of Teachers

Abstract

At present, the educational value of high-quality preschool education and regular activities in kindergartens has received widespread attention. However, there are practical difficulties that restrict the comprehensive development of young children and the improvement of educational quality. These difficulties mainly revolve around the implementation of implicit goals in kindergarten education, and they are quite common. This article focuses on the implicit teaching objectives in kindergarten routine activities. It first defines their connotation and specific manifestations, and then delves into the core dilemmas and causes of teachers' practice of implicit objectives. Research has found that the current dilemma faced by teachers in teaching implicit goals manifests as a lack of awareness, insufficient response to individual differences, and an absence of evaluation mechanisms. Based on this, this article proposes to optimize pre-service and in-service teacher training, implement positive responses to teacher-child interactions, and establish a scientific and comprehensive evaluation mechanism for implicit goals. This paper aims to guide preschool teachers to conduct more comprehensive teaching, thereby promoting the all-around development of every child. At the same time, it also provides new perspectives and focuses for research in early childhood education.