High-definition pictures of kindergarten culture wall Design drawings of kindergarten culture wall How to build a folk culture in kindergarten
Creating a folk environment, the sense of distinctive culture
People say ? The environment is the child's third teacher? The program also proposes that the environment is an important educational resource. The environment is an important educational resource that should be created and utilized to effectively promote the development of young children. In the kindergarten environment, the creation of the theme and folk culture education organic penetration, and make full use of parents and community resources, leading children to do hands-on, not only decorating and beautifying the kindergarten environment, but also let the children at any time with these folk culture and art interaction, the children play a subtle role.
Such as we will be the Chinese classic stories, such as "Sima Guang smashed cylinder", "Cao Chong weighing elephants", "Kong Rong let the pear", etc. arranged in the building articulation, to cultivate young children smart, courageous, humility, and other traditional virtues; will be the traditional Chinese paper-cutting works, paintings, Peking Opera costumes, etc. Decorated in the hallway, so that young children to appreciate at the same time, but also feel the beauty of China's traditional culture and art; and young children together will be their hand-made dragon boats, bibs, and the children will also have to make a good job. The dragon boats, bibs, fans, etc. made by them are arranged in the hall of the kindergarten to produce full interaction with the children and improve their understanding of the connotation of our traditional culture; the places of interest around the motherland and specialties of the hometown are decorated in the exhibition halls on the first and second floors to guide the children to know about the characteristics of the country and the hometown culture and to cultivate the positive feelings of love for the hometown and the motherland.
We also opened a special room for Chinese painting and Beijing opera in the kindergarten, where teachers lead children to carry out paper-cutting, Chinese painting, clay sculpture, printing and dyeing, Beijing opera singing and other courses, so that children from a young age to accept the culture of the national culture, stimulate children's interest in the national culture, and enhance the children's love for the national culture.
Selection of folk content, set educational goals
As we all know, China's folk culture is profound and rich in forms, including spiritual folklore, material folklore, social folklore, seasonal folklore, ritual folklore, etc. How to select the content that is both interesting to young children and suitable for the development of young children has become an important issue that we need to solve first.
After repeated collection of information and extensive discussions among teachers, we chose some well-known spiritual folklore, nursery rhymes, virtue stories and myths and legends that are easy for children to understand, such as Kong Rong letting the pear, mortar and pestle into a needle, the magic pen Ma Liang, Jingwei fill the sea, etc., so that children can understand these literary works on the basis of the inheritance of the virtue of the people of China's diligence, goodness and simplicity; in social folklore, we chose the most common ethnic minorities of our country. We chose the most common ethnic minorities in our country, such as Mongolian, Tibetan, Uyghur, Korean, including their folk songs, folk music, folk dances, etc.; in the material folklore, we chose those with the characteristics of the national art, such as dyeing and printing, Chinese painting, paper-cutting, face molding, tea ceremony, as well as the costumes of different ethnic minorities, etc., and guided the young children to appreciate them; in the yearly folklore, according to the traditional festivals of the park, we chose the Ching Ming Festival, the Duanjie Festival and the Duanjie Festival. We chose Qingming Festival, Dragon Boat Festival, Mid-Autumn Festival, Chung Yeung Festival, Spring Festival, Lantern Festival, etc.; in the etiquette of folklore, we chose the New Year's Eve etiquette, meal etiquette, greeting etiquette, etc., which are closely related to the children's existing experience, according to the characteristics of the children's life.
In addition, we also for the different age characteristics of the children, according to the large, medium and small classes of these folklore education content to be refined.
The objectives of folklore education in the small class are: to be polite to family members and teachers, to be familiar with the different titles of relatives, to cultivate the emotion of love for teachers, parents, and family members; to be able to get along with peers, and to experience the joy of sharing; to learn the simple skills of tearing, cutting, gluing, and painting; and to be willing to learn with partners.
The objectives of folklore education in the middle class are: to develop the emotion of love for home and the motherland; to be polite to elders and be willing to do things for them; to be generous in socializing with peers, to speak confidently, and to do things honestly; to be able to create and express themselves by means of simple paper cuttings, Chinese paintings, folk music, folk dances, and folklore decorations; and to stimulate interest in learning.
The objectives of folklore education in the older classes are: to know that they are Chinese and to cultivate love for the motherland; to respect their elders and to cultivate love and filial piety; to build up self-confidence in speaking and acting; to be interested in folklore culture and to be able to use paper-cutting, Chinese painting, clay work, folk music and folk dance to express the contents of folklore culture.
Organize thematic activities to enrich the knowledge of folklore
Kindergarten teaching activities mainly include thematic activities and corner activities. Theme activities are a common educational method used in kindergartens nowadays. In teaching, teachers lead children to explore independently around a theme, which is more conducive to the interaction between teachers and children, and thus promotes the overall development of children. To this end, we will select the folk content and theme combination, from the interests of young children to start the theme, around the educational objectives of the formation of collective educational activities, through the window of the folklore, so that children enjoy the colorful folk culture, the examination of the national course, the understanding of the motherland's infinite charm, so that young children to become a healthy and lively, curious and inquisitive, civilized and happy, courageous and confident, with a sense of responsibility for the children of the initial.
Such as in the small class we carried out? The new year? The theme of the folklore. In the theme, we carried out firecrackers, dragon dance, New Year's Day, New Year's Games, New Year's decorations, delicious candy canes and other collective educational activities.
Another example is that in the older classes we carried out the theme of "Happy Folk Village". The theme activity of "Happy Folk Village" was set up to climb the Great Wall. The theme of the activities, set up to climb the Great Wall, ethnic family, magical Chinese medicine, the motherland of the most, hanging lanterns, ethnic dolls, twisting rice-planting songs, Peking Opera face painting, the little girl in Xinjiang, horse racing, mom Gesangla and other collective education activities.
In the art teaching of Peking Opera Faces, the teacher used the pedagogical methods of appreciation, exploration, imitation and creation to guide the children to understand the main features of Peking Opera Faces, and through multimedia courseware, they learned about the history and inheritance of Peking Opera. Throughout the collective activities, the children's participation was highly motivated, and they worked together to create Peking Opera shapes and design Peking Opera faces, which greatly enriched the children's knowledge and feelings about our traditional Peking Opera culture.
Opening a corner activity to enhance the level of creativity
The corner activity is an autonomous activity in which the teacher and the children work together to create a certain number of corners in the classroom and, through the creation of the corner environment and the provision of corner materials, arouse the interest of the children to participate and improve the development of the children's abilities in various aspects. It is more conducive to effective interaction between children and materials and peers, thus promoting their ability to operate, imagination, creativity and problem-solving skills, and obtaining personalized development.
To this end, we set up 1-2 folk culture zones in each class according to the content of the folk theme and the age characteristics of the children (such as the opening of the folk paper-cutting zone, the Peking Opera face painting zone, and the blue and white porcelain ware zone in the older classes; the opening of the blue print zone and the lantern decorating zone in the middle classes; and the opening of the clay playing zone and the topography zone in the younger classes, etc.), so as to allow the children to experience the fun of participating in folk culture creation in the regional activities. The first time I saw this, it was a very good time for me.
In addition, we also set up a folk life experience area in each class, equipped with ovens, induction cookers, small stone grinders, pots, pans, rolling pins and other real stoves, tableware, and led the children in the corner of the activities to appreciate the city, province, and even the country's regional characteristics of the folk cuisine, such as the Baoding pickles, Tianjin sesame flowers, Shanxi face sculpture, Xinjiang Naan, halal moon cakes, and so on, from the kindergarten kitchen to bring in professional noodles and food to make the food. The kindergarten kitchen invited a professional pastry chef to make with the children.
Carry out folk activities to stimulate national emotions
Tao Xingzhi said: ? The whole life has to have the whole education.? The life of young children is kindergarten, family, society, the trinity of the big life, in the life that is the guidance of the theory of education, our early childhood education must set up kindergarten, society, the family trinity of the big education concept, in order to realize the? The education of the whole? For this reason, we will hold different forms of folklore into the garden activities in the whole garden every year, through the appreciation, experience, expression and performance of these folk art and culture, on the one hand, it enriches the young children's knowledge of our traditional folk festivals, on the other hand, it also lets them feel the traditional folk art style of our country, and experience the lively, humorous, funny and exaggerated folk art emotions.
Before and after the Qingming Festival, we will lead the children of the small class to go trekking in the wild, lead the children of the middle class to go to the square of the military school to fly kites, and lead the children of the large class to go to the Baoding Teachers' Training School of ? We also take the older children to Baoding Normal School to pay tribute to the martyrs at the memorial monument. monument to honor the martyrs. During the Dragon Boat Festival, we invite a rice-planting team to perform rice-planting songs, run a dry boat, and hold a rice-zong wrapping contest with parents. On the Chung Yeung Festival, we also take the children to the elderly home to give gifts and perform for the widows and orphans there. We also organize parent-child sports games before the New Year, so that children in a relaxed, lively, quiet, peaceful atmosphere to produce a real feeling of different festivals, so as to personally experience the colorful culture of traditional festivals.
All in all, we organically integrate folk culture into the curriculum through different ways, so that the children's curriculum content learning and folk culture learning in a unified process of synthesis, so that folk culture education becomes part of the kindergarten curriculum, so that it is with the kindergarten other courses as a whole * * * * * * * * * * * * * * * * * * * * * *. We believe that through such education, children close to the folk culture at the same time, the mind will also sow a seed of love for traditional culture, they will be able to become the inheritor of traditional culture
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