Design of Kindergarten Teaching Activities Based on OBE Concept

Abstract

OBE concept is one of the core concepts of results-oriented education. It plays a very important role in improving students' learning ability, exploration ability, innovation ability, cooperation and communication ability, and practical ability. In kindergarten education, adopting OBE concept for teaching is a beneficial attempt for quality education. Based on OBE concept, this paper aims to explore the strategies of kindergarten teaching activity design in order to provide reference experience for kindergarten teaching. 1. The Core Connotation of Teaching Activity Design Based on OBE Concept OBE education is different from the traditional process-oriented education mode, which is mainly results-oriented, emphasizing how to make students obtain learning results, why to make students obtain such learning results, what effective strategies to help students obtain such learning results, and how to make students know that they have obtained corresponding learning results. Of course, the learning achievement mentioned here is not the summary of the course, but the maximum learning achievement that students can obtain after a period of study. It has six connotations: (1)Learning outcomes are not the accumulation or average of previous students' learning outcomes, but the final results obtained by students after completing all the specified courses and learning processes; (2)The achievement is the process of students' internalization, not only the students' feeling, memory and understanding. (3)The results must contain practical content, can be applied to life, and may also involve the cultivation of students' values and emotional expression; (4)The results are lasting, not temporary, close to "students' real learning experience" and are the result of students' extensive participation. (5)Results need to give consideration to life skills and knowledge mining, pay attention to practicality, and the acquired knowledge is coherent and systematic. (6)The result is the student's peak result, not the stage result. The evaluation of the result adopts the principle of reverse design, and so is the course. The implementation of OBE education includes five core points, namely: (1)Clear learning results. The final learning result represents the end point of OBE and also represents its starting point. This result can be evaluated directly or indirectly and can be described clearly. The results meet the expectations and needs of students, parents and teachers. (2)Constructing curriculum system. In essence, the learning achievement of OBE education represents a kind of ability structure. The construction of this ability structure is mainly completed through curriculum teaching. There are countless ties between ability and curriculum system, which is an advanced mapping relationship. In the competency structure, each individual competency requires a clear curriculum title. (3)To determine teaching strategies, OBE emphasizes what students have learned through the curriculum system, not what teachers have taught in class. In the learning mode, more attention is paid to research-based teaching rather than the traditional "spoon-feeding" teaching. Students' 2020 International Conference on Social and Human Sciences (ICSHS2020) DOI: 10.38007/Proceedings.0000135 ISBN: 978-1-80052-000-4 751 ability to set and grasp their own learning objectives, learning process and learning plan in a timely manner. (4)Perfect self-evaluation. OBE teaching evaluation focuses more on learning results, mainly using multiple evaluation methods and echelon evaluation methods. The evaluation emphasizes individual progress, comparison of learning abilities between different students, and specific grades of each student from initial to proficiency, with the aim of providing reference for teachers' teaching improvement. (5)Reach the summit step by step. OBE divides the whole learning process of students into different stages, fully confirms the objectives of each stage, and then allows students to reach the peak of results by completing the objectives step by step. 2. Design of Kindergarten Teaching Activities Based on OBE Concept 2.1 The teaching activity design goal orientation OBE concept is mainly an expansion and extension based on constructivist learning theory. It lays more emphasis on constructing learning points for students in real interaction so that students can deepen the acquisition of results through experience, cooperation and exploration. Kindergarten students are at a critical stage of cognitive development. According to the characteristics of this stage, the goal orientation of activity design based on OBE concept must be clear. First of all, it should conform to children's cognitive characteristics. In our country, the age of kindergarten students is generally 3 to 6 years old, which is in the pre-operation stage of Piaget's cognitive development stage. The method of acquiring knowledge generally depends on concrete things. At this time, children can use reversible thinking to remember the contents of activities. Let children know what I have done in this teaching activity, what I will do next, and what kind of abilities I will acquire through doing these. In order to encourage children to get rid of the self-centered concept, summarize the teaching process and design. For example, in the design of the teaching activity "I am a little painter", teachers can divide students into groups according to the characteristics of each student, and then let each group of students complete different tasks. The content of the task can be made by the students themselves in combination with what they have seen and heard in their life. After the students have defined the task, the teacher guides the students to make a detailed schedule, what each person needs to do, how to do it, and how to improve their ability after painting is completed. Since then, the students are gradually encouraged to complete the set tasks, and the group members actively feedback. Secondly, we should pay attention to enlightenment and weaken the mechanical mastery of knowledge. Children in kindergarten do not have the ability to understand abstract concepts. Therefore, when designing teaching activities based on OBE concept, some curriculum contents should be integrated into students' explicit or implicit activities. Through step-by-step enlightenment, children can practice, enhance cooperative learning and develop innovative thinking. For example, we can fully integrate the content of games into teaching and create a problem situation for children in the form of games. Finally, we should learn to teach at different levels. For kindergarten students in small classes, we should give priority to inquiry learning, combine interesting cartoons such as mathematics and science, and use teaching aids to make students understand the contents of textbooks. For students in middle or large classes, hands-on and practical education should be given priority to so that students can slowly learn to solve their own problems. 2.2 The design process of teaching activities In the design of teaching activities, we can proceed from the following aspects and follow the steps: (1)Determine the expected results of this teaching. At the beginning of the teaching activities, the students should be told what to complete in this lesson, what to understand, what is the teaching goal of this lesson, and what skills to master.