The influence of natural environment on education 1 1. The influence of natural environment on children
The Guiding Outline of Kindergarten Education puts forward: "The environment is an important educational resource, and the development of children should be effectively promoted through the creation and utilization of the environment." This shows that the environment promotes children. Reggio educators believe that "space has educational connotation and stimulates educational information, interactive experience and constructive things." The success of education depends on whether all elements in the environment have educational elements and whether it is beneficial for children to construct knowledge in the process of "doing". Therefore, the environment is not an ornament or a pile of hardware equipment, but education is interdependent, inclusive and influential, and they are an inseparable whole. It is necessary to establish a well-equipped surrounding environment suitable for children's development. Environment is the recorder of children, which can well reflect their growth, and children can get better all-round development from it. Because of its original ecological characteristics, the natural environment provides children with diverse and natural game materials and an open and challenging activity space. Compared with the artificial game environment, the natural environment has a unique significance for children's physical, cognitive and social development. It will make children participate in activities with a positive attitude, integrate and talk with the environment in the game, and promote the harmonious development of children's body and mind.
Second, the educational value of the natural environment
The natural environment of kindergarten plays an important role in children's whole learning process. In preschool education activities, environment as a "hidden course" should be highly valued by preschool educators.
Environment plays an important role in promoting children's cognitive development and socialization. Children's nature likes to interact with nature, which can be reflected in the paintings depicted by children. In Denmark, the embodiment of natural environment in kindergarten education is very obvious and successful. Teachers of Danish Forest Kindergarten advocate that children aged 3 to 6 should not live in closed and polluted classroom space, but should enjoy a happy outdoor life. In their kindergarten, natural resources and environment are their best educational resources. For example, in the field of science, children are very curious. When they see ants moving things, they ask a lot of reasons. At this time, teachers can carry out knowledge and common sense education, and we can carry out a theme education in connection with the phenomenon of ants moving things. By analogy, we should use it in time to generate curriculum activities in the natural environment. At present, there are not many opportunities for children to get in touch with nature, and parents will not deliberately let their children study in the natural environment, so they will ignore the role of the natural environment on their children.
Third, the natural environment and kindergarten buildings are interrelated and mutually utilized.
Children are curious about nature. Think about it carefully, this is the performance of children's curious psychological character. Good contact and interaction with nature can broaden children's horizons and benefit their mental development. Based on this psychological feature, kindergartens should be closely integrated with nature in the external environment and closely integrated with the environment through design. The difference between foreign kindergarten buildings and domestic ones is that the location of kindergarten buildings pays more attention to the harmony with nature, so kindergartens are usually built on bases with good relations with the environment. Kindergartens in China can learn from or combine their own actual situation to develop the future architectural direction in this respect.
Fourthly, the value and significance of the mutual connection and utilization of natural environment and architecture to early childhood education.
1. Fuji Kindergarten in Japan. The design concept of Fuji Kindergarten in Japan is that people, nature and architecture live in harmony. On the construction site, they designed buildings around four big trees, and the trees and buildings were integrated; The center of the building is penetrated by branches and leaves, which breaks the boundaries between indoor and outdoor, between architecture and natural environment. Seven staggered floors surround the central tree, and the columns and stairs inside the building are hidden in the shadow of leaves and branches. The process of going upstairs has become very interesting, in line with the innocence and childlike interest of children. They make full use of each tree, install ropes around and under the tree, and use ropes instead of other safety measures to let children play in the tree. They play all kinds of games in the tree, how to play and adjust the games, and exercise children's organizational ability and imagination. The semi-exposed structure is covered by huge branches and leaves of trees, and the building is built around big trees, and an interesting "tree house" is designed to provide interesting teaching space for children. When children play in the "tree house", how to play in a narrow space exercises and develops their sociality. In Fuji Kindergarten, the building itself is a playground, and the main plane of the building is an oval ring, in which large-scale activities are carried out. Architects use buildings and plants to create a natural playground for children, which enriches children's entertainment life, satisfies children's lively personality and curiosity development, and returns children to nature. The crown of the roof brings a lot of fun to the roof from time to time, and you can climb the branches easily with the help of the roof. While exercising children's body during climbing, they also exercise their resilience and independence to a certain extent. In such an environment, it is helpful to cultivate children's positive psychological quality.
2. Kindergartens in Copenhagen, Denmark. The kindergarten of Copenhagen school in Denmark makes perfect use of the natural and ecological playing environment and provides a complex ecological playing field for children with existing materials. For example, two dead trees are placed horizontally in the bunker, and the bending of the branches and trunks of the dead trees is used to provide a place for children to explore; Re-use the height difference of the terrain and crawl it on the bunker. These things can stimulate children's imagination and interest in exploration, and subtly cultivate children's exploration quality. The natural game materials in the natural environment provide more opportunities for children to explore and contribute to the development of children's thinking and imagination. Playing games in the natural environment is not too restrictive. The unpredictability of the natural environment provides children with greater challenges and natural game materials, provides a broader space for children to develop their imagination, and has more positive development significance for children.
The influence of natural environment on education 2 ushinski once said: "Nature is one of the most powerful and advantageous means of education. Without this means, even the most elaborate education will be boring, one-sided and unattractive. "
I know this sentence very well. Last spring, I took my children for a spring outing. When I passed a green wheat field, several children shouted, "Look, so many leeks". I immediately explained to them: "This is not a leek, this is a wheat seedling planted by a farmer's uncle. When the wheat seedlings grow up, they will produce wheat. The steamed bread we eat is made by grinding wheat into flour. " The difference between wheat seedling and leek was introduced in detail. After listening to the introduction, if the children realize something, on this day, the children are very happy, and everyone knows a lot of flowers and trees that they didn't know before or only know from books. After I came back, I felt a lot. It is undeniable that the development of society and the progress of science and technology have added more modern colors to people's lives, especially those who grew up in cities. They have known about tall buildings, electric cars, computers and game machines since childhood, but because of the closed environment, they know very little about everything in nature, especially everything in fields and villages. Relatively speaking, children who grew up in rural areas know less about modernization, but they know less about animals and plants, fields and mountains in the nature on which people depend. Therefore, it plays an important and irreplaceable role for children, especially those in cities, to receive education and enlightenment in nature.
First, the role of the natural environment in children's physical education
The natural environment has a calming effect on children's nervous system. Gorky, a famous writer, once said, "The forest can often arouse my inner peace and happy mood, so all my sadness will disappear in this mood and make me forget all the unpleasant things." Mountains and rivers in the natural environment are good conditions for children to do physical exercise. Children can't do physical exercise indoors all day. Only when they are outdoors, breathing fresh air, climbing mountains and doing sports can their bodies develop healthily. Everyone has a feeling that adults living in downtown areas will be very tired and upset at three or one o'clock every morning. Modern urbanites put forward the concept of "returning to nature", especially on weekends and holidays, when the family rushed to the suburbs to enjoy the infinite scenery, their physical and mental pressure was fully released, and their feelings of joy were beyond words. Therefore, in modern pre-school education, teachers should make full use of the natural environment to lead children to observe, walk, play and work, which not only meets the various needs of children, but also makes them develop healthily.
Second, the role of natural environment in children's intelligence education
Nature is a rich source of children's initial knowledge. Everything in the natural environment is intuitive and concrete, so that children can understand what it is and what they are exposed to. When I was in middle school, I went back to my hometown with my father in the summer vacation. My brothers and sisters accompanied me to DaHai You and strolled in the fields. Facing all kinds of flowers, plants and seafood, I could only search the names I learned in books by memory. However, my brothers and sisters in my hometown told me that this is plantain and that is tribulus. Portulaca oleracea can be used as medicine to treat dysentery. What I said interested me and greatly increased my admiration for many brothers and sisters. Froebel, the father of kindergarten, lost his mother when he was a child. He was introverted and sought comfort by dealing with plants. When he found the seeds of a plant hidden in a neat hexagonal bag, he was overjoyed, thus sprouting a curiosity to study numbers and shapes in nature. Today, we guide children to observe plants and animals and explore the mysteries of nature, just like sowing a seed, there will be gains in the future. Therefore, in the process of education, we should make full use of the indoor natural corner and the outdoor educational function of being close to nature, take children out all year round, improve cognitive ability, exercise senses and develop thinking. Everything in the natural environment is inextricably linked, and when children enter the second step to understand their internal relations through the first step of observation, their thinking is also developed.
Third, the role of natural environment in children's moral education.
The most unforgettable thing for a person is a wonderful childhood, and the most unforgettable thing is the landscape of his hometown. Li Siguang, a famous geologist, refused generous remuneration and material conditions from abroad, overcame many difficulties and resolutely returned to the still poor and backward motherland to devote himself to the geological cause of the motherland. It is precisely because he has not forgotten the homeland where he lived as a child, the hometown where he was born and raised, the rivers he swam in as a child, and the mountains and rivers where cattle were spared. This love for hometown also stems from some pleasant childhood experiences and nostalgia for nature, which has produced profound memories.
In addition, in the activities of nature, children need a certain degree of perseverance, not afraid of hardship, but also need mutual unity and cooperation between peers. Cultivating the spirit of cooperation and mutual assistance plays a positive role in the development of moral education. Therefore, educating children in the natural environment can not only make them acquire higher knowledge, but also make them have emotional experience and touch their emotional world, laying the foundation for the formation of children's moral concepts and forming good moral quality.
Fourthly, the role of natural environment in children's aesthetic education.
Modern people often say that natural beauty is beauty carved without any modification. And this is exactly what the natural environment has. The colors, sounds, shapes and smells in the natural environment are all true, such as the blue sky, changeable weather, lush green grass, blooming flowers, rich orchards, strong crops, magnificent mountains and rivers, birds and flowers, etc. It is very attractive to children, let them feel what is beautiful, cultivate their sentiment and cultivate their aesthetic ability. Ushinski once called Fragrant Fields, Spring of Roses and Autumn of Violets "educators".
Children develop in the interaction with the environment, and the natural environment plays a great role in children's all-round development. It should be said that without the natural environment, the content of early childhood education will be tasteless and exhausted, and it will become scripted and lose its vividness and educational significance. The "Regulations on Kindergarten Work" proposes to "create a good environment that education wants to adapt to", which I think also includes the natural environment. When arranging educational activities, we should adjust measures to local conditions and time, and give full play to the educational role of nature in children.