An Investigation into the Objective Design of Teaching Activities in Kindergarten —A Case Study of X Kindergarten in Xinxiang

教学活动目标明确幼儿单次教学预期的成长和发展领域，作为幼儿园活动设计首要的关键方面，教师在确立教育活动目标之前，要综合权衡幼儿年龄特征、已有经验、活动内容及其性质，遵照全面性、具体性、明确性、可操作性、角度一致性、与经验领域相适应、重点突出、表述恰当等基本规范，但在现实的幼儿园教育工作里，教师往往未充分掌握目标设定的标准，本文根据教师在教学活动目标设计里常出现的状况提出具体改进建议，进而提升幼儿教师制定教学活动目标的能力，应对目标设计现存的问题状况。Objectives of teaching activity clearly define the expected areas of growth and development for young children in a single instructional session. As the primary key aspect of kindergarten activity design, teachers must comprehensively consider factors such as the children’s age characteristics, prior experiences, the content and nature of the activity, and adhere to fundamental principles including comprehensiveness, specificity, clarity, operability, consistency in perspective, alignment with experiential domains, emphasis on key points, and appropriate articulation when establishing educational activity objectives. However, in actual kindergarten teaching practice, teachers often do not fully grasp the standards for objective-setting. This article proposes specific improvement recommendations based on common issues in teachers’ design of teaching activity objectives, aiming to enhance early childhood educators’ ability to formulate effective teaching objectives and address existing problems in objective design.