Integrate hometown folk culture into kindergarten curriculum

Proposal report on "Research on Integrating Hometown Folk Culture into Kindergarten Curriculum"

"Research on Integrating Hometown Folk Culture into Kindergarten Curriculum"

1. Research Background< /p>

The main problems to be solved

Today's children live in the electronic age, and most of their activities are indoors. They have been with animation, cartoons, and computers since they were young, and they mostly play with electronics and velvet toys. Computer games, and you can often eat foreign fast food including KFC, and you can also wear new clothes every day. Today's children with superior material conditions have rarely seen anything with folk colors. The "Interpretation of the Guidelines for Kindergarten Education" points out: "Teachers must, through their own efforts, develop and comprehensively utilize the uniquely rich social and natural resources in rural areas to create the material and human conditions needed for rural early childhood education... to provide children with feelings and Opportunities to experience hometown culture, thereby cultivating children's sense of social identity, deepening their respect and love for hometown culture, and laying the foundation for inheriting excellent national cultural traditions." Therefore, kindergartens are developed based on the folk cultural resources of hometown that teachers are familiar with. Research on curriculum development and utilization strategies is a very valuable topic and is in line with the new concept of the new "Outline" for the development needs of young children.

In recent years, party committees and governments at all levels in Zizi County have attached great importance to the protection of intangible cultural heritage, giving full play to the active role of folk cultural resources in building culture. Ziyuan County, which is rich in tourism resources, focuses on the development idea of ??"establishing the county through ecology and developing the county through tourism", adheres to the management path of "building a stage for culture, and singing through tourism", and actively creates a rich tourism culture. In order to explore folk culture and enhance cultural connotation. The government has specially established relevant organizations, formulated policies, opinions and plans for the protection of folk cultural resources, and carried out a series of effective rescue, protection, and inheritance work in ethnic culture and art to further implement the inheritance of excellent traditional culture in Ziyu County. In 1995, Zizi County grafted and integrated the Mid-July Folk Song Festival of Wupai Sanxiang and Dabu, the county seat, and the custom of releasing river lanterns to worship ancestors to form the Half-July River Lantern Song Festival. In accordance with the festival operation model of "government guidance, market operation, and private participation", Ziyu County has completed wonderful performances year after year around the two themes of "Lights" and "Songs". In the past few years, Ziyuan County has embarked on a development path that combines the protection and inheritance of traditional folk festival culture with innovative development. On the basis of maintaining the original cultural characteristics, advancing with the times, innovating ideas, accurately positioning, integrating folk festivals into people's daily lives, allowing people to feel the charm of traditional culture, and allowing people to inherit the national tradition while participating Culture ~ integrated into the rhythm of the development of the times. On the other hand, we vigorously advocate the promotion and popularization of traditional national culture and patriotic knowledge for minors, carry out the "Folk Culture into Campus" activity, and introduce hometown folk culture into the life and learning horizons of primary and secondary school students and young children. Promote the continuous derivation of the vitality of folk culture, make excellent traditional culture "alive", integrate into the new era, new life, new life, find a new position, and seek new development. Therefore, relying on the rich folk cultural resources of Ziyuan County to develop and utilize kindergarten curriculum resources, on the one hand, children can learn about their hometown by hearing and seeing them

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Excellent regional culture, enriches the content of educational activities, provides children with opportunities to respect, get close to, and experience local culture, thereby generating beautiful emotions of loving the motherland and hometown, and making traditional, excellent, and suitable content for early childhood education and materials can be passed on to the next generation. On the other hand, the connotative development of children, teachers, and kindergartens is promoted through organizing curriculum activities with diverse forms and rich content, and the cultural characteristics of kindergartens rich in humanistic spirit are truly built. Therefore, this research has a positive and important leading and promoting role in the development and utilization of kindergarten curriculum resources.

?Theoretical basis of the research

1. Tao Xingzhi’s educational thought.

? "Life Education" Theory:

"Life is education and society is school." Let children get exercise and grow in this natural life classroom in their hometown, turn education into life, make life into education, make teaching a paradise for children, make teaching full of creative vitality, and make teachers and students the masters of creation. "Teaching and doing in one": The development of folk culture characteristic courses does not unilaterally emphasize children's learning of mechanical knowledge and skills, but selects teaching content according to children's needs and interests, weaves goals and content into a theme network, and then organizes Children can actively explore, actively seek knowledge, construct independently, and create freely in a rich folk cultural context.

?The educational concept of “Six Liberations”.

The interaction between people and the environment is an important condition for the all-round development of children ~ The development of folk culture characteristic courses focuses on liberating children's hands, feet, eyes, noses, mouths, space... allowing children to contact, perceive and observe ~ Focus on stimulating interest in folk culture and cultivating children's love for their hometown through their understanding of the surrounding living environment.

2. The theory of local curriculum and garden-based curriculum development.

The development of local curricula in my country began with the implementation of the new compulsory education "Curriculum Plan" in 1993. It changed the national unified curriculum pattern, added local curricula, and broke through the single curriculum structure. The system of unified national curriculum management has been changed and a curriculum structure system that combines national curriculum, local curriculum and school curriculum has been gradually implemented. Professor Yu Yongping of Nanjing Normal University believes that "kindergarten curriculum is an excellent text for the culturalization of early children. The life, aesthetic, practical and comprehensive nature of folk art determine its important value for the comprehensive and harmonious development of young children." Therefore, developing places The curriculum makes full use of untapped local educational resources to serve local education. For children, the local culture is around them and familiar to them, making it easier for children to acquire knowledge.

3. The guiding ideology of the "Outline".

The "Kindergarten Work Regulations" clearly stipulate that kindergartens should "grow children's love for hometown, love for the motherland, love for the collective, and love for labor" as one of the main goals of education. The "Guidance Outline for Early Childhood Education" points out that it is necessary to "make full use of social resources to guide children to actually experience the richness and excellence of the motherland's culture."

4. Piaget’s constructivism theory.

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Piaget's constructivist theory believes that students should be the main body in learning - students are active participants in teaching activities and active constructors of knowledge. Teachers should be helpers and promoters that are conducive to students' meaning construction. The development of folk culture characteristic courses focuses on highlighting children's dominant position in theme activities and environment creation, making full use of folk culture resources, allowing children to integrate into nature and society, and providing a broad space for children to learn independently. Actively activate children's minds and bodies, improve their initiative in activities, enhance their interest in learning, stimulate curiosity and innovation, and promote the overall improvement of children's overall quality.

?The current status of the same research field at home and abroad, and the value of this topic in the development and utilization of kindergarten curriculum resources.

Hometown folk culture is still missing in my country’s current school education. How to highlight the impact of folk culture on preschool children in the field of preschool education is a new subject area. In 2001, the Ministry of Education issued the "Guidance Outline for Kindergarten Education". Immediately, kindergartens across the country set off a wave of enthusiasm to explore diversified curriculum models based on the spirit of the "Outline". The previous kindergarten curriculum was almost based on the "National Curriculum" and "most education The content is out of touch with children’s real life.” The development of traditional cultural curriculum resources is only a small amount permeated into the “Integrated Theme Education” curriculum of kindergartens, and only a very small amount of the content involves the inheritance and understanding of festival cultural knowledge. In recent years, many provincial and municipal kindergartens have made great progress in the construction of kindergarten facilities and equipment. The connotation construction of kindergarten culture, as the vitality of the long-term development of kindergartens, has attracted more and more attention. Under the guidance of some experts, similar research topics have also produced some results. Wang Huamin's "New Outline and High-Quality Early Childhood Education in Rural Areas" by the Central Institute of Education is an earlier and more systematic study, which proposes to rely on kindergartens, families, and communities to enable teachers to establish a system of "doing their best with people and materials." The concept and values ??of educational resources are to make the best use of them. Other studies mostly focus on the development and design of theme activities in kindergarten practical operations, and do not go into much depth at the theoretical level. In 2009, the Guangxi Provincial Preschool Education Research Association was held in Nanning. The theme of the meeting focused on "Development and Utilization of Local Curriculum Resources". Each participating kindergarten held a meeting and exchange on "Using Local Resources to Develop Kindergarten Curriculum" based on their own practices. From the current point of view, research on the development and utilization of hometown folk culture curriculum resources is still a new topic. In primary and secondary school curriculum research, in addition to discussions on curriculum models and curriculum content, the integration of teacher training, social support systems, etc. Research projects are also very rare, so this topic has certain theoretical and practical value.

2. Definition of the topic

The core concepts of this topic are "folk culture" and "kindergarten curriculum". Folk culture: It is the culture that relies on the people's lives, habits, emotions and beliefs. It refers to the life culture created, enjoyed and inherited by the broad masses of people in a country or nation. It originates from the needs of human social group life, continuously forms, expands and evolves in specific nations, eras and regions, and serves the people's daily life. It has universality, inheritance and variability. It is the culture that is most relevant to people's body, mind and life among the cultures inherited by the people. However, most of the current kindergarten curriculum content is based on teaching materials. In the process of implementing teaching materials and carrying out activities, teachers often ignore the many valuable resources in folk culture contained in children's lives, thus missing the opportunity to educate children on folk culture. .

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Kindergarten curriculum refers to the sum of various educational contents, methods and experiences provided to children based on their development needs. Including curriculum and various activities in various fields implemented by kindergarten. The new curriculum standards put forward the concept of "curriculum resources", requiring teachers to be good at developing and utilizing various curriculum resources, and emphasizing the diversity, flexibility and life of teaching resources. The new curriculum concept emphasizes people-oriented and focuses on the overall development and sustainable development of human life. Therefore, combining in-class and extra-curricular activities and combining activities with the world in which children live is the key to implementing and optimizing kindergarten curriculum.

Integrating hometown folk culture into kindergarten curriculum means: making full use of the most typical and representative folk customs of the hometown that are close to the children’s daily life knowledge and experience, have a local flavor, and can be accepted by the children. Cultural theme education content is used to improve the content and structure of kindergarten curriculum, effectively promote the implementation of the curriculum, and improve the effectiveness of curriculum implementation. It also aims to study how to make full use of hometown folk cultural resources under the guidance of the new curriculum concept, give full play to the function of folk cultural resources to activate the curriculum, and make the implementation of kindergarten curriculum a real educational process for children's development and life.

3. Basic content and operational points of the research

?Content of the research

?Research on the development and implementation of hometown folk customs and characteristics courses.

?Research on the development and implementation of special courses based on folk game resources.

?Research on the development and implementation of hometown scenery characteristic courses.

?Research on the development and implementation of special courses based on famous and high-quality specialty product resources.

Collect information related to the folk culture of the county to understand its current situation and organize it systematically. Select educational activities suitable for kindergartens to organically integrate folk customs, folk games, hometown scenery, famous specialties, etc. into the curriculum, throughout the children's daily activities, and promote children's emotions, attitudes, abilities, and knowledge from different angles , harmonious development of skills ~ enriching teachers’ characteristic course resources.

?Operation points

1. Develop and generate theme activities with hometown folk culture characteristics

In the development process of children’s hometown folk culture education theme resources, we Not only should we conscientiously implement the preset teaching plan, but we should also focus on the development and generation of themes, encourage teachers and children to exceed predetermined requirements during interaction, and implement the plan flexibly and flexibly. And based on the children's experience, interests and thinking, work with the children to find new theme resources.

? Infiltrate children’s hometown folk culture education into children’s one-day activities

Hometown folk culture is highly practical and entertaining. It is not affected by time, venue, number of people, or materials. restrictions. Therefore, we will appropriately adapt some folk crafts according to the age characteristics and actual needs of the children, put them into the area, and bring them into the daily life activities of the children.

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? Kindergarten, family, and society form a perfect educational integration

Family resources are indispensable in children’s hometown folk culture activities An important resource that has been overlooked. In order to stimulate parents' enthusiasm for active participation, from the beginning of the project research, on the one hand, we will publicize the significance of our kindergarten's project research to parents through parent meetings and explain the purpose, plan, steps and methods of the project research to parents, on the other hand By distributing the "Hometown Folk Culture Education Questionnaire", we understand parents' thoughts, listen to parents' good suggestions, and strive to reach a common understanding with parents.

Mr. Chen Heqin put forward: "Nature and the big society are living teaching materials. The living people and things in nature and the big society are the objects of students' learning." Therefore, we will also fully seize the opportunity of the community. A rich educational resource ~ cooperate with the community to carry out traditional folk activities with various forms and rich content. At the same time, community folk art groups are invited to the kindergarten to teach scriptures and perform performances, such as folk song and dance performances, paper-cutting performances, teaching children how to make dough, etc., which greatly broadens the children's horizons.

2. Use vivid and interesting teaching methods of hometown folk culture theme education.

?Emotional infection

In hometown folk culture education activities, teachers should use their emotions to infect children, arouse interest, and activate emotions. For example, the teacher expresses his love for the work, or integrates his own emotions into it during the description and explanation process, and expresses his emotional experience in words, arouses the children's emotional screams, and stimulates the children's emotional investment. ~ Promote the development of activities such as aesthetic perception and imagination.

?Multi-channel feeling and understanding

Teachers guide children to use hearing, vision, touch, movement and other senses to mobilize emotions, Multi-channel participation such as thinking, imagination, movement, language, etc., repeated tasting, inspiring associations, and promoting understanding. For example, in folk art activities, children are guided to listen, see, do, think, speak, etc. to better help children understand and grasp the meaning of the works.

?Multiple forms of attempts and expressions

Teachers should provide children with a variety of situations and conditions for attempts and expressions, and encourage and support children to try and create. For example, through various interesting games, corner activities, and fabrication activities, children are encouraged to boldly express their understanding and feelings of the works in the form of painting, language, movements, etc., and children's creative expressions are supported. and praise to continuously improve children's ability to express beauty and create beauty.

3. Create a rich and colorful teaching environment for hometown folk culture

The "Kindergarten Work Regulations" point out: "Children are initially interested in feeling beauty and expressing beauty. Infiltrate folk culture into the environment layout In the middle, create an environment rich in folk culture to present a rich folk culture education atmosphere, so that children can be influenced by their ears and eyes, and provide opportunities and conditions for children to experience folk culture and express folk culture.

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