The opening report includes four aspects: summary, key technology, feasibility analysis and time arrangement. Because the opening report reflects the main idea of the paper in words, it doesn't have to be too long, but the main issues such as the planned research topic, how to study and the application of theory should be clearly written. The following is the opening model essay of pre-school education papers I collected for you, for reference only!

1 Pre-school Education Paper Opening Report Directory

First, the background of the topic

Second, the purpose and significance of the study

Third, the main theories involved in this study.

Fourthly, the main content and research framework of this paper.

(1) The main content of this paper.

(2) The research framework of this paper.

Five, writing outline

Sixth, the research progress of this paper.

Seven, the literature read so far

First, the background of the topic

Early childhood is the initial stage of life development, the key period of physical growth and development, and the best time to develop behavior habits. Healthy eating behavior can provide a good guarantee for children's good nutritional status, which is the basis for children's healthy growth. However, some survey results caught our attention. According to the survey results, there are some problems in children's dietary behavior in China. With the gradual increase of family income, the food processing industry has developed rapidly, and all kinds of junk food are full of children's daily life. Parents let their children eat too much junk food, and their dinner intake is insufficient, which leads to children's bad eating habits, which will make their children farther and farther away from health. At the same time, the survey results of medical workers also show that the dietary problems in early childhood will affect the growth and development of children's bodies. Therefore, if children want to grow up healthily, they should pay attention to their bad eating behavior.

Second, the purpose and significance of the study

Research purposes

According to the analysis of the existing research results, based on the situation that children may have a variety of bad eating behaviors, the researcher decided to further investigate the current situation of children's bad eating behaviors, and on this basis, analyzed the factors affecting children's bad eating behaviors, and put forward concrete and feasible suggestions to help children grow up healthily. This study mainly discusses the following issues: (1) Investigation on unhealthy eating behavior of children aged 4-6; On this basis, the factors affecting children's bad eating behavior are analyzed. Put forward specific and feasible improvement strategies for children's bad eating behavior.

Research significance

1. Theoretical significance

This study investigated the current situation of children's bad eating behavior at the age of 4-6, and analyzed the reasons that affected children's bad eating behavior, which can enrich the theory of children's eating behavior.

2. Practical significance

In practice, researchers found that children have bad eating behavior, but teachers and parents can't change this situation, which will affect children's physical development. Therefore, this study aims to provide strategies for preschool teachers and parents to improve children's bad eating behavior, so that parents and teachers can cultivate children's healthy eating behavior in the right way.

Third, the main theories involved in this study.

In terms of children's eating snacks, 1994, Cathro and Hilliam investigated five countries, namely France, Italy, Britain, Germany and Spain, and found that children in all countries generally eat snacks more frequently. [1]Ezell, Mc Coy, Wolfe, etc. also investigated the situation of American children eating snacks. The survey results show that American children often eat snacks. The most common snacks they eat every day are carbonated drinks, candy, fruits and potato chips. [2] The investigation by Skinner and others also shows that children's snack behavior accounts for a high proportion of children's bad eating behavior, and the proportion of children's snack eating behavior is directly proportional to children's age growth.

Kendra believes that it is very necessary to introduce some dietary nutrition knowledge to children in early childhood, which is also understandable and acceptable according to the characteristics of children's physical and mental development. This is an education about children's dietary nutrition cognition. Essa pointed out that if a child eats little dinner and says he is hungry after dinner, don't scold him for not eating enough dinner and don't give him food. But tell him that he can eat enough for the next meal. This is an education. Branen, Fletcher and others pointed out that in kindergarten, children can have a fixed meal time, but they can choose what they want to eat, which is an education about healthy eating attitude.

Fourthly, the main content and research framework of this paper.

(1) The main content of this paper.

This study needs to interview some children. By consulting the Development Guide for Children Aged 3-6, the researcher found that children only have the listening ability to understand and understand the problems that adults want to express, and the expressive ability to tell their own experiences basically and completely. Therefore, the researchers defined the scope of the survey as children aged 4-6. Therefore, the researcher randomly selected 200 children aged 4-6 in the middle class and the large class to investigate their eating behavior.

First of all, observation is the most suitable method for preschool children, because observation does not require children to do some reactions beyond their own ability level, and can fully understand the most authentic behavior of children in the natural state; In addition, the observation method is not easy for children to be disturbed by observers, and observers can objectively record children's behaviors. Secondly, the researcher will choose children's lunch time to observe children's bad eating behavior for two months (two days per class, two classes per week), that is, describe and record whether children's bad eating behavior occurs and what are the specific behaviors in bad eating behavior. According to the operational definition of bad eating behavior and the existing mature observation record table, the researcher makes the observation record table needed by the researcher, and uses this table to make pre-observation before formal observation, investigate and understand the observation environment and scene in advance, familiarize the children and eliminate their vigilance;

(2) The research framework of this paper.

The research framework of this paper can be simply expressed as follows:

Five, writing outline

Abstract 4-5

Abstract 5-6

I introduction 9- 18

(A) the origin of the study 9

(ii) Research Purpose 9- 10

(III) Research Significance 10

1. Theoretical significance 10

2. Practical significance 10

(d) Literature review 10- 16

1. Foreign research on children's unhealthy eating behavior 10- 1 1

2. Domestic research on children's unhealthy eating behavior 1 1- 16

(5) Definition and interpretation of related concepts.

Second, the research design 18-22

(1) research object 18

Research methods 18-22

1. Observation method 18- 19

2. Questionnaire survey 19-2 1

3. Interview Method 2 1-22

Three. Investigation results of unhealthy eating behavior of children aged 4-6 and 22-29.

(A) Some children are not independent enough to eat 22-23.

(2) Children aged 23-25 are picky eaters and partial eaters.

(c) Children aged 25-26 are inattentive when eating.

Children eat too fast or too slowly.

(e) It is common for children to eat snacks after leaving the park 28-29

Four. Analysis of the causes affecting children's bad eating behavior

(A) the impact of kindergarten dining environment on children's eating behavior 29-3 1

1.29-30 years old children lack diet health education.

2. Some teachers' guidance is inappropriate.

Some teachers are too strict with their children.

(2) The influence of parents' feeding style and living habits on children's eating behavior 3 1-33

1. Improper family feeding 3 1-32

2. Inconsistent thoughts within the family 32-33

3. Bad example of parents 33

(c) The influence of children's own development characteristics on children's dietary behavior 33-35

1. Poor appetite in children 33-34

2. Children's own inattention 34-35

3. It is difficult for children to support themselves.

(IV) The influence of social environment on children's dietary behavior 35-38

1. TV advertisements are anomie, and parents' awareness of prevention is not strong 35-36

2. Children's food quality is worrying 36

3. Junk food vendors near kindergartens 36-38

Verb (abbreviation of verb) Strategies for Improving Children's Bad Eating Behavior 38-43

(A) to create a suitable kindergarten diet atmosphere 38

1. Carry out various forms of dietary health education activities 38

2. Standardize the instructions of teachers and students when eating 38

(2) Establish a correct concept of family feeding 38-40

1. Adhere to the correct feeding methods 38-39

2. Unified requirements for children in the family 39-40

Parents should set an example.

(3) Help children to eat healthily according to their own characteristics 40-4 1

1. Help children improve their eating behavior based on their own development characteristics 40-4 1

2. Standardize unhealthy eating behaviors of children of different ages 4 1

3. Help children with different temperaments to improve their bad eating behavior 4 1

(d) Creating a good social environment for children 4 1-43

1. Improve children's food advertising legislation 4 1-42

2. Choose TV programs suitable for children.

3. Severely punish the manufacturers who do not produce children's food as required.

4. Strict supervision of food vendors around kindergartens 42-43

Conclusions 43-44

References 44-47

Sixth, the research progress of this paper (omitted)

Seven. refer to

[1] loess cloud. Analysis of dietary behavior of 297 preschool children [J]. Zhong Chuan Journal of Child Health Care, 200 1(06)

[2] Ji Sun. Investigation and analysis of preschool children's dietary behavior [J]. Medicine World, 2006(09)

[3], Yuan. Questionnaire survey on living habits and eating behaviors of children aged 2-6 [J]. China Maternal and Child Health Care, 2008(23)

[4] Wan Qian. Adjustment and analysis of family children's dietary behavior education [J]. Research on preschool education, 1995 (4): 30-3 1.

[5] Mei Festival. Investigation on nutrition knowledge and parenting behavior of parents of young children in Guangzhou [J]. Practical Preventive Medicine, l997(03)

[6] Xu Zhenning, Gu Xiujuan, et al. Investigation on preschool children's diet and family feeding [J]. Preschool Education Research, 2008(03)

[7] O Chun Mei. Investigation on the eating habits of children aged 3-6 [J]. Journal of Yan 'an Vocational and Technical College, 20 10(08)

[8] Zhou. Investigation and analysis of dietary behavior of 352 preschool children [J]. Gong * * * Health and Preventive Medicine, 2007 ("3")

[9] Sun Weimin. Children's unhealthy eating behavior and education [J]. Family Medicine, 1994(03)

Liu Xiangyun. Children's dietary behavior [J]. China Journal of Practical Pediatrics, 1997(06)

[1 1] Jin Xingming. Children's dietary behavior problems [J]. China Journal of Child Health Care, 2008(03)

[12] Lu Huilan. Investigation on Snacking Behavior of Children Aged 3-6 in Lanzhou [J]. School Health in China, 2009(05)

[13] sheets. Cultivate children's good eating habits [J]. Shandong Education, 2005(27)

[14] Lin Hong et al. Investigation on 759 cases of preschool children's dietary behavior [J]. Hebei Medical College, 1999( 12)

[15] Editorial Department of China Encyclopedia Publishing House. Encyclopedia of China [J]. Beijing: encyclopedia of China publishing house, 2004: 26-48 1

Opening report of preschool education thesis 2 1. The basis of topic selection and research summary.

(A) the basis of the topic

Children's teaching requires not only the knowledge of teaching content, but also the entertainment and interest of teaching process. In the process of teaching practice, we find that children's songs are more easily accepted by children because of their simple structure and pleasant language. From the previous research experience, children's songs teaching can be mainly divided into two forms: children's songs learning and children's songs creation. Among them, the study of children's songs can exercise children's language ability; The creation of children's songs is a comprehensive training for children's language understanding and language organization. In addition, this form can increase children's interest in learning and sense of accomplishment, and provide necessary guarantee for their follow-up study. This paper mainly studies the application of children's song creation teaching method in children's teaching from the significance of children's song creation and its specific teaching process. I hope this research can provide theoretical basis and practical guidance for the follow-up study and work.

(B) Research summary

Children have their own learning psychological characteristics and learning characteristics, so children's teaching is very different from traditional teaching. In recent years, there are relatively many documents about children's teaching, mainly focusing on the research of children's teaching methods, the creation of children's songs, teaching models and so on.

2. The basic content of the subject

The content of this paper mainly includes three aspects:

Firstly, the application of nursery rhymes in primary schools is analyzed theoretically. This paper studies children's learning and psychological characteristics from the theoretical point of view, and analyzes the advantages of children's song creation teaching.

Secondly, it analyzes the practical situation of children's songs creation teaching and the problems existing in the practical process.

Thirdly, based on the existing problems, this paper studies the application of the follow-up teaching method of children's songs creation in children's teaching, and puts forward the matters needing attention in the specific implementation process.

3. The emphases, difficulties and innovations of this topic.

This paper focuses on the teaching method of children's songs creation and its practical application in children's teaching.

The difficulty of this paper lies in the lack of relevant research. This teaching mode is still in the exploratory stage and there is no perfect teaching system to follow.

The innovation of this paper lies in putting forward the innovative teaching method of children's songs and systematically studying its application in children's teaching. At the same time, the study of its teaching setup and matters needing attention can directly guide the development of related teaching work.

4. Outline of the thesis

The research outline of this paper is as follows:

abstract:

Key words:

I. Introduction

The research background and purpose of 1. 1

The research content and significance of 1.2

1.3 Literature Review

Second, the analysis of children's teaching characteristics

2. 1 Analysis of children's psychological characteristics

2.2 Analysis of the characteristics of preschool education

Third, the role of children's songs in children's teaching

3. 1 The role of children's song creation in cultivating children's literacy ability

3.2 The role of children's song creation in cultivating children's language ability

3.3 The role of children's songs in cultivating children's creativity

3.4 The role of children's song creation in cultivating children's sense of accomplishment and interest in learning

Fourth, the construction of teaching methods for children's songs creation and matters needing attention

4. 1 teacher-student interaction mode

4.2 Student-student interaction mode

4.3 Parent-child interaction mode

4.4 Teacher-parent interaction mode

4.5 Preventive measures

Verb (abbreviation of verb) abstract

Children are the basic stage of life intelligence development and the fastest developing period. Proper and correct preschool education plays a great role in children's intelligence and their future development. The formation and development of supernormal children are related to proper and correct preschool education, especially preschool education in intelligence. The following is the opening report of the master of preschool education, hoping to help you.

Title:

Study on Reading Preference of Picture Books for Children Aged 3-6

The origin of research

The popular trend of 1. picture books as children's books

Picture book is a very popular children's book in today's society, which is mainly based on pictures and supplemented by words. The pictures in the picture book are very beautiful and the plot of the story is very vivid. The intuitive images in picture books stimulate children's vision and stimulate their interest in reading. The naive and concise writing in the picture book is easier for children to understand. These characteristics of picture books are in line with the laws of children's physical and mental development. Therefore, children can stimulate higher interest in reading and understand the fun in picture books in the process of reading. Reading picture books is very helpful to the development of children's language ability and imagination. At the same time, the vivid and rich pictures also make children have a greater sense of pleasure in the process of reading, and let them feel the influence of the artistic beauty of picture books.

2. Picture books play an important role in children's physical and mental development.

Picture books play an important role in children's growth. 3 -4 years old is the leap stage of children's pronunciation development. At this stage, children can basically master all the languages of their own nation, so it is very important to practice pronunciation from this period. Reading picture books to children is of great help to the development of their pronunciation. Not only in terms of language, picture books are of great significance to the observation, imagination, aesthetic, emotional and emotional cultivation of children aged 3-6.

3. In the process of reading picture books, it is urgent for children to choose more detailed picture books.

Picture books are interdisciplinary reading materials, which are increasingly becoming the focus of domestic scholars' research. In recent years, there are more and more research papers about picture books, and the content of picture books we pay attention to is also more and more extensive. Picture book reading is one of the most important aspects. However, children of different ages have different choices for picture book reading and their own preferences for picture book reading. Studying children's preferences for picture book reading at different ages can better guide children's picture book reading and choose picture books suitable for their own development. However, by consulting various literatures, there is basically no research in this field. After consulting the data, it is found that there is no systematic and in-depth study on the reading preference of children aged 3-6 years old. Most experts and scholars just stay on the surface, some just study children's preference for a picture book, some just make some investigations on the choice of picture books, and some just simply talk about some experiences gained by observing children's reading. In these studies, there is no comprehensive research and analysis from the age and gender of children. Therefore, it is hoped that through systematic observation and analysis, the reading preference of children aged 3-6 will be studied and clearer and deeper results will be made. Provide more specific and effective guidance for children's early reading.

Research significance

1. Theoretical significance

The subjects of this study are children aged 3-6, which is a critical period of language development. It is of great significance to study children's picture book reading preference for children's early reading. Through research, we find that children have different choices for different types of picture books in reading, and children of different ages and genders have different choices for different types of picture books. Through research, we can learn more about children's reading rules and preferences in picture book reading theoretically, and obtain a theoretical knowledge about children's reading preferences in picture books. Through this study, we can enrich the related research on children's reading preference of picture books in China. By exploring the reading preferences of children of different ages and genders, the study of children's picture book reading preferences is more systematic and specific, which enriches the study of children's early reading.

2. Practical significance

Through this study, we can understand the preferences of children aged 3-6 in picture book reading. We can draw a conclusion that children of different ages and genders choose different types of picture books, and conduct this research on the basis of kindergarten practice, and observe and analyze them in children's real picture book reading environment, and also conduct picture book explanation activities in classes of all ages to observe children's concerns in the process of picture book reading. And will analyze relevant cases, and more and more understand children's preference for picture book reading. There are some problems in reading picture books in many kindergartens. Kindergartens don't have a systematic understanding of the delivery of picture books and picture books suitable for reading at different ages, so they can't make the most correct judgment and provide the best and most suitable picture books for children. These studies in this paper are of great help to children's early reading guidance, and also provide guidance for kindergarten teachers and children's parents to read children's picture books. This study helps them to choose picture books suitable for children, and can also understand the reading preferences of children of different ages and sexes, respect the laws of their physical and mental development, and give appropriate guidance. Moreover, on the basis of this study, we can optimize the resources of kindergarten picture books and make better use of them. Only on the basis of these studies can children get better and longer-term development.

Literature review

1. Study on the Influence of Picture Book Reading on Children's Development

Children's reading picture books plays a very important role in their growth. Children aged 3-6 are in a critical period of language development, and reading picture books will also develop children's emotion, imagination, observation and cognitive ability. Children in this period are very curious. The picture world depicted in the picture book opens a window for children to observe and imagine the world, satisfies their curiosity and makes them feel excited and happy. Therefore, reading all kinds of picture books will bring great help to children, and parents and kindergarten teachers will find the progress and growth made by children in the process of reading picture books.

In the study of the reading value of children's picture books, different experts and scholars have different descriptions of the value of picture books, but there are also some similarities. Some experts emphasize the role of picture book reading in children's emotional expression and spiritual growth, such as teacher Xiao Juan from Hunan; Some experts emphasize the promotion of picture book reading to children's imagination, creativity and observation, such as Hong in Gansu. Others expressed the significance of picture book reading to children's language development and good moral cultivation, such as Teacher Geng's point of view.

Teacher Xiao Juan of Hunan Normal University pointed out that the picture language of picture books presents a wonderful and fantastic world for children. From the perspective of children's psychological development, picture books are a reflection of children's culture and an important part of children's own world. Children can enter their rich inner world through picture books, and adults also get the opportunity to have psychological communication with children through picture books. Children have their own unique children culture. Picture books are children's good partners. With the healthy growth of children, they are the "windows" for children to understand themselves and the outside world, and the harbor for children to place their emotions and thoughts. The pattern of picture books is a combination of pictures and words, which conforms to the picture characteristics of children's thinking and makes it easier for children to enter the story situation of picture books when reading.

Hong of Gansu pointed out that picture books can cultivate children's imagination and creativity to the greatest extent, and greatly improve children's listening and speaking ability. Many emotional picture books will subtly cultivate children's sentiment. He also pointed out that the story of picture books transcends national boundaries and different cultural backgrounds, and children's imagination is constantly enriched through different kinds of picture books with different expressions. Some distinctive little details in the picture book will also make children have rich associations and provide children with rich opportunities to experience different storylines. In addition, excellent picture book creators will

Leave a great imagination space for children, build a broad platform for the development of children's imagination and observation, and let children have new and different discoveries and experiences in every picture book reading.

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