In study and work life, everyone has tried to write papers, which is a means to study some academic problems. So how to write a general paper? The following is my collection of papers on the educational value and path of implementing folk culture classes in kindergartens, for your reference only, hoping to help you.
abstract:
Kindergartens should adhere to the concept of big education, expand the educational content in the form of big classes, and innovate the curriculum practice mode. Kindergarten folk culture classroom is a new educational organization based on the value and practice of folk culture education, which can provide children with a more open, diverse and real learning environment and promote teachers' professional growth. This kind of large class should choose the course content according to the actual situation of local folk culture resources, and pay attention to the all-round development of children in cognition, emotion, aesthetics, body and movement. Kindergarten can not only embed such a large class in social folk cultural activities, but also organize special folk cultural activities in the park. They can also build a platform for folk cultural activities in conjunction with communities and families to promote children's understanding and participation in folk cultural activities in a daily way.
Key words:
Folk culture; Folk activities; Kindergarten-based curriculum;
Introduction:
Preschool children's learning is enlightening, and their education cannot be separated from the living environment and cultural environment on which children depend. For preschool children, everything about nature, society, culture and life can be the object of study, and all places for their own exploration and activities can be the classroom of study. [1][2][3][4] Kindergarten education should adhere to the concept of big education, build an all-round learning environment for children through diversified, open and inclusive educational activities, expand the classroom from the garden to the outside in the form of big classrooms, expand the content category of kindergarten education, and innovate the curriculum practice mode of kindergarten education.
[5] The life and experience of children's learning determines that the selection and setting of kindergarten education content must be local, and kindergarten teachers should develop those local resources with educational value into courses. China has a vast territory and many ethnic groups, and human groups in different regions have formed a large number of unique folk cultures in the long-term production and life practice. Folk culture not only carries and conveys specific cultural content, but also reflects people's values, ways of thinking and behavior patterns in specific areas. [6][7][8] Introducing rich and diverse folk culture into kindergarten classes will greatly enrich the educational content of kindergartens, expand the practice methods of kindergarten courses, and help create a more suitable learning and growth environment for young children.
First, the connotation and educational value of kindergarten folk culture classroom
Kindergarten folk culture classroom is a teaching organization form based on the educational value and practice of folk culture, which includes existing class teaching and regional activities in kindergarten, but it goes beyond the time and space limitation of traditional teaching organization form, thus providing children with a learning environment with richer content, wider space, more diverse forms and more flexible process. Kindergarten folk culture classroom pursues the development and utilization of local folk culture in educational content, trying to develop children's knowledge, experience, thinking and behavior through folk culture, so that children can develop into cultural individuals with historical and cultural concepts and local cultural feelings under the infiltration of folk culture. In the form and space of education, it breaks the imprisonment of the established educational organization form of kindergarten, and expands the learning place to all places where folk culture exists and children can participate, which can meet the characteristics of children's learning and meet their learning needs to the greatest extent.
Due to the change of its organizational form, the kindergarten folk culture classroom presents the following characteristics.
First, the kindergarten folk culture classroom is authentic. Because the folk culture class puts educational activities in the real scene of folk culture activities, children see the real scene and feel the real process of activities. This real experience of folk cultural activities can make children observe and understand the manifestations and cultural connotations of folk culture more intuitively.
Second, the kindergarten folk culture classroom is practical. Kindergarten folk culture class is carried out with the help of real folk culture activities, which requires children to really participate in folk culture activities, rather than setting children as bystanders or appreciators.
Thirdly, the practice process of kindergarten folk culture classroom is flexible. Folk culture has many forms of expression. Kindergartens can flexibly carry out folk culture education activities according to the characteristics of different folk cultures and educational objectives. This flexibility is manifested in many aspects such as activity content, activity mode, activity place, activity time and activity form.
Fourthly, the kindergarten folk culture classroom has multiple goals. Folk culture is often a comprehensive cultural expression, which can not only enrich children's knowledge and experience, but also play an important role in promoting children's aesthetic and emotional development.
Fifth, the kindergarten folk culture class is interesting. Folk culture originates from people's production and life practice, and on the basis of expressing certain ideas and value demands, it also has corresponding leisure and entertainment functions. [9] The recreational function of folk culture makes folk cultural activities interesting, and children's participation in folk cultural activities can make them feel colorful and interesting. [ 10]
As an important form of kindergarten-based curriculum organization, kindergarten folk culture classroom has important educational value. First of all, it can enrich and improve the curriculum system of kindergartens. [1 1] Folk culture classroom is essentially a kindergarten-based curriculum, but this kind of curriculum organization has broken through the content category and practice field of traditional curriculum, and it has extended kindergarten curriculum beyond kindergarten, greatly enriching the content and form of kindergarten curriculum. Secondly, it can cultivate children's good feelings of home and country and cultural awareness. Folk culture is a kind of national culture, which is closely related to children's life. Developing it into kindergarten curriculum can cultivate children's national consciousness and cultural consciousness from an early age, so that children can enhance their cultural identity and form a good feeling of home and country on the basis of fully understanding national traditional culture. Third, it can promote the professional growth of kindergarten teachers. [12] Folk culture classroom can further improve the knowledge system and structure of kindergarten teachers, so that teachers can continuously improve their curriculum development ability and teaching ability in the practice of folk culture classroom. Finally, it can promote the cooperation among kindergartens, families and communities. Kindergarten folk culture class needs to rely on various folk culture activities or folk culture resources organized by the community. When kindergartens move their classes to communities or other public places, their contacts and interactions with communities and families become more frequent, which can improve the utilization efficiency of resources and the development level of children.
Secondly, the content source and goal of kindergarten folk culture classroom are established.
Different from the general curriculum in kindergarten, the kindergarten folk culture classroom is a "passive" way of curriculum organization and practice, that is, there is folk culture first, and then there are related curriculum practice activities based on folk culture. This kind of folk culture education activity is real. Children are participants in folk culture activities, not specialized folk culture courses built by kindergartens in order to achieve the established educational goals, which determines that the content of folk culture courses should be selected before the goal is set. On the one hand, the role of kindergarten folk culture in classroom education can promote the development of children, on the other hand, it can produce new activities in kindergartens, so that children's experience can be further expanded and extended. Therefore, how to choose and determine the content source of folk culture course is very important. The content of kindergarten folk culture class mainly comes from colorful folk culture. Folk custom is a local culture with certain regional characteristics, national characteristics and historical origins, which is based on people's daily life, behavior habits, thoughts, feelings and beliefs. [13] is a social existence closely combined with people's behavior habits and norms, regional customs, national feelings and social values. As a social and historical existence, folk culture has both scientific and reasonable aspects and unscientific and unreasonable elements. When folk culture is used as an educational means and educational resources, it is necessary to select those folk cultures that are positive, healthy and have positive educational value and significance through full screening. [14] Folk culture has many forms of expression, involving festivals and sacrifices, folk art, food, clothing, housing and transportation and many other fields. Folk culture can be manifested as both material culture and intangible culture. Kindergarten folk culture class should choose the content source according to the actual situation of local folk culture resources, set up folk culture class according to the development law of local folk culture activities and carry out corresponding education and social practice activities.
As a form of educational organization, kindergarten folk culture classroom should have clear educational objectives. The development of large-scale folk culture classroom activities in kindergartens depends on external folk culture resources. Kindergarten's choice of content and form of folk culture is a passive process, and its goal setting should be based on fully exploring the educational value of folk culture and the internal relationship between folk culture and children's development. [15] Because there are many kinds and forms of folk culture, the goals of kindergarten classes based on folk culture are also diverse and multi-domain. The goal of folk culture course in kindergarten is not only to pay attention to children's cognitive development and knowledge growth, but also to the development of children's physical, emotional, personality, social and cultural experience. The goal of kindergarten folk culture class should first focus on children's cultural enlightenment, help children fully perceive the cultural essence and spirit contained in folk culture, let children develop good cultural awareness and personality in experiencing and participating in folk cultural activities, and consolidate their cultural foundation through folk cultural activities, so as to help children develop into an individual with profound cultural identity and rich historical and cultural heritage. On this basis, kindergarten folk culture classes should focus on the all-round development of children's cognitive, physical, motor, emotional, aesthetic and behavioral abilities. There are many kinds of folk culture, and the content is all-encompassing. The development of a certain folk culture to children is reflected in many aspects. Kindergarten teachers should pay attention to multi-dimensions and related goals when carrying out large-scale folk culture classroom education activities.
Third, the kindergarten folk culture classroom implementation path
Kindergarten folk culture classroom has typical characteristics different from traditional courses, and its content sources are extensive and diverse. In the process of implementation, the classroom has also moved from the kindergarten to the outside of the kindergarten, and is guided by the folk cultural activities carried out outside the kindergarten. This kind of big classroom rooted in society can enhance children's experience and perception of folk culture and let children know their living environment in the original ecological folk cultural activities. Because the folk culture activities outside the kindergarten are not based on the educational objectives and teaching plans of the kindergarten, kindergarten teachers need to fully understand the local folk culture resources and the time to carry out folk culture activities, and on this basis, combine the teaching arrangements of the kindergarten to reasonably choose the implementation path of folk culture classes.
First of all, the kindergarten folk culture classroom is embedded in the social folk culture activities. Kindergartens can regard all kinds of folk activities held in the society and all kinds of folk cultural activities naturally occurring and carried out as a big activity and a big classroom, and embed the big classroom of kindergarten folk culture into this big activity. Social folk cultural activities are real, but not necessarily real scenes. Folk cultural activities spread through TV, Internet and other media also belong to the category of social folk cultural activities. In social folk cultural activities, teachers can let children participate in a certain link of folk cultural activities, such as participating in environmental layout, participating in programs and displaying works. Second, we can strive to set up a special session or sub-session for children in folk cultural activities, so that children can deeply participate in the process of folk cultural activities; Third, we can extend social folk cultural activities to kindergartens, and generate corresponding folk cultural activities in kindergartens to further strengthen children's folk cultural experience. Kindergarten folk culture class based on social folk culture activities can give children a real cultural experience as much as possible, and let them gain a more comprehensive and profound cultural cognition in their personal interaction with folk culture. At the same time, social folk cultural activities also provide a learning environment for children to participate and explore independently, which can better stimulate children's learning autonomy and cultivate children's good learning quality.
Secondly, carry out normalized kindergarten folk cultural activities. The original ecological folk cultural activities show children a more real and comprehensive cultural pattern, and also provide children with a better platform for activities. However, the socialization of folk culture activities is uncertain and uncontrollable, which will limit the practical level of folk culture courses to some extent. In order to further strengthen and enhance the educational function of folk culture, kindergartens can carry out some normalized folk cultural activities on the basis of socialized folk cultural activities. On the basis of excavating and sorting out local folk cultural resources, kindergartens create a good folk cultural environment by setting up children's folk art troupe, opening folk craft workshops, holding folk culture exhibitions and folk culture art festivals, editing and printing folk culture children's books, and setting up folk culture societies, so that folk culture can penetrate into children's daily life and study.
Third, unite communities and families to build a platform for folk cultural activities. Kindergartens can integrate folk culture classes into community activities and organize folk culture activities through the elderly or non-profit organizations in the community. At important traditional festivals or folk cultural nodes, kindergartens can cooperate with communities and families to carry out different forms of folk cultural activities, so that children can deeply participate in various folk cultural activities in an atmosphere full of affection or familiarity. This form of folk cultural activities can avoid the disadvantages brought by teachers' preaching in collective teaching while attaching distinct educational goals. Children can know the essence and connotation of folk culture in a vivid and operable way. Combining community and family to build a folk culture platform can enhance the purpose, planning and controllability of folk culture classes in kindergartens, and at the same time make full use of community and family resources to serve children to understand folk culture and participate in activities.
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