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我县幼教事业发展较快,全县324所小学全部附设了学前班。学前一年幼儿的人班率已达98.3％。但农村学前班中存在着较严重的“小学化”倾向。1992年以来,我们在克服“小学化”方面做了一些扎实的工作。一、利用《学前班教师指导用书》和配套的《学前班幼儿画册》,开展教研活动,分层次、分片地指导教师设计教育活动。我们要求学前班教师在设计活动时,根据本地区实际适当地调整教学内容,运用生动、具体、多样化的教
Early childhood education in our county developed rapidly, the county primary school all attached 324 preschool. Preschool children’s class rate has reached 98.3%. However, there is a serious “primary school” tendency in rural preschool. Since 1992, we have done some solid work in overcoming “elementary schooling.” First, the use of “Preschool Teacher Guide Book” and supporting the “pre-school nursery album” to carry out teaching and research activities, hierarchical and fragmented to guide teachers in the design of educational activities. We ask preschool teachers to properly adjust the teaching content according to the actual situation of the region when designing activities and to use vivid, concrete and diverse teaching