The Underlying Logic and Practical Pathways of Designing High-Quality Teaching Activities in the Kindergarten Social Domain: A Qualitative Text Analysis Using NVivo
Abstract
teaching activity designs in the kindergarten social domain. Findings indicate that these designs encompass five dimensions: goal orientation,
content organization, process strategies, participation modes, and value manifestation. To optimize activity design, this study proposes five
implications: (1)pursuing synergy across cognitive, affective, and behavioral domains; (2)extending activities along daily life trajectories; (3)
utilizing progressive questioning; (4)increasing multi-modal participation; and(5)allowing pedagogical flexibility.
Keywords
Full Text:
PDFReferences
[1] Ministry of Education of the PRC. Guidelines for Kindergarten Education(Trial). 2016.
[2] Li, J.M., Feng, X.X. Interpretation of the Early Learning and Development Guidelines for Children Aged 3-6. Beijing: People's Education Press; 2013.
[3] Tian, J.Z.(2013) Research on Kindergarten Social Domain Curriculum Based on Life Philosophy. Master's Thesis, Hunan Normal University, Changsha.
[4] Yu, K.L., Guo, X.Y., Li, C.G., et al. Current situation and improvement strategies of kindergarten social education implementation: A
study based on the pyramid model. Education Research Monthly. 2021;(12):45-54.
[5] Ji, J. Current situation and analysis of the content of kindergarten social domain teaching activities in China. Studies in Early Childhood
Education. 2012;(03):42-47.
[6] Qiu, L.P. Social Research Methods. Chongqing: Chongqing University Press; 2015.
[7] Pan, H., Tang, L. The application of qualitative data analysis tools in Chinese social science research: A case study of NVivo. Data Analysis and Knowledge Discovery. 2020;4(01):51-62.
DOI: http://dx.doi.org/10.70711/neet.v4i7.9794
Refbacks
- There are currently no refbacks.
