It is the subject of educational science planning in Anhui Province. Since April 2005, we have taken "education with local characteristics" as the starting point, "building a harmonious new countryside" as the opportunity, based on the creation of a conservation-oriented society, with the activation of kindergarten-based courses as the channel and artistic activities as the breakthrough. We make full use of ninth grade resources, reform the content and methods of kindergarten activities, and promote the deepening of kindergarten education characteristics and the improvement of teaching quality. The basic mode of quality education in line with the actual education in this park is constructed. To lay a good foundation for young children to become new socialist people who meet the needs of modernization in the future.
Organize theoretical study and update ideas.
"Local resources" refers to the regional characteristics, natural landscapes, cultural relics and historic sites, the evolution of place names, historical changes, social development, folk art, customs, anecdotes of celebrities, language and culture of the place where we were born and raised. It includes natural geographical resources, human and historical resources and social development resources. Local resources have their own distinctive characteristics: first, experience. Local resources are the real world that children live in every day. Mentioning them is like being there, so it is vivid and concrete. The second is practicality and operability. Children can observe, touch, copy and describe, and feel body odor. It is simple and easy to operate. Therefore, if it is used to optimize the teaching content and process, children will have rich content to talk about, which is conducive to improving their learning interest and initiative. Because of the localization of local resources, children have a deeper understanding of the natural and humanistic ecology of their hometown, stimulate their feelings of loving their hometown, and make the education of loving the motherland concrete. Therefore, we also declared an operational and practical topic "Development and Utilization of Ninth-grade Resources in Rural Kindergartens" and held a topic opening meeting.
Investigate the situation in depth and tap resources
In order to extensively tap the ninth-grade resources of rural kindergartens, the members of the research group spent a month visiting children's families to learn about the ninth-grade resources available to families, society and kindergartens, and combined with the requirements of the times, the spirit of the outline and the age characteristics of children, chose ninth-grade resources of rural kindergartens in different fields. We should screen the available resources, give full play to their educational value, and make them for our own use, for children's development and for social progress.
Fanchang has beautiful landscapes, many scenic spots and outstanding people, and famous tourists come and go in the past dynasties. Known as "Zhangjiajie in the south of Anhui and Little Yellow Mountain by the river", the Maren Provincial Forest Park, the earliest human cultural site in Asia and Europe, the ancient tombs of Wanniudun in Shang and Zhou Dynasties, the Wuhua Youchan Forest, which is known as the "Second Zen Forest in Jiangdong", and the earliest landing point of the PLA Middle Road Army crossing the river. The county is rich in mineral resources, and Huangmei Opera and Lu Opera are well-known arts. Many traditional products with a long history, such as stone carving and wood carving, bean candy, yellow mustard, cloth umbrella, silver ornaments and other local products, are famous both inside and outside the province, and vegetables and flowers are exported at home and abroad. At the same time, I also consulted a large number of documents reflecting the local customs, such as Fanchang county annals, Fanchang literature and history materials, Fanchang ancient and modern books, and organized teachers to use their leisure time to conduct on-the-spot investigations and visits to the Three Gorges immigrants, Naguhui town and other places to collect various local materials widely circulated by the people.
Use local resources to carry out research.
In our project experiment, the main methods are "seeing, listening, visiting, writing and five elements". Take a look: organize children to go out and visit kindergartens, so that children can have a preliminary intuitive and perceptual understanding of the historical changes, construction and development, and cultural landscape of their hometown. Listen: Organize children to listen to stories related to this activity, so that children can have a deeper understanding of the educational content. For example, use folk songs to let children know the climate characteristics of Fanchang; Tell children the legend of the official kiln in the Song Dynasty. Three visits: by interviewing celebrities, corporate celebrities, historical witnesses, etc. In their hometown, children can learn more about their hometown and have reverence and love on the basis of perceptual knowledge. Four Writing: According to the collected information, teachers write educational notes, preset and generate teaching designs, so that teachers can express their true feelings in teaching practice with the help of pens. Five elements: organize children to carry out specific behavior practice activities (such as learning from teachers, serving the people, helping each other and loving each other, etc.). ).
Thought research, plan formulation, research goal realization. In the final practice and children's activities, the members of the research group have their own responsibilities and a reasonable division of labor. They can not only study their own main fields, but also ignore the integration and infiltration of various fields. How to make scientific and rational use of ninth-grade resources in the arrangement of all aspects of children's daily activities, so as to combine the division of labor in the field with overall education, combine ninth-grade resources with modern educational concepts, and combine activity education with atmosphere creation.
During the research, members of our research group kept in communication, and held regular or irregular meetings of members of the research group to discuss thorny problems and puzzles in the experiment, observe each other, and give full play to the role of peer assistance.
Optimize the curriculum through project research.
Rural society is a big stage, the countryside is a natural classroom, and it is an inexhaustible living teaching material, especially Xingang kindergarten, which is rich in resources in grade 9. In Xingang Kindergarten, the unique geographical advantages along the river, splendid and rich local culture and diversified economic structure provide favorable conditions for carrying out educational activities with local characteristics and play a role in optimizing kindergarten-based curriculum.
Vitorino, a famous Italian educator, believes that "a good educational environment is conducive to students' study". We attach great importance to the development of education base and the construction of kindergarten-based cultural environment, and strive to create an atmosphere of grade 9 to promote children's ideological enlightenment, personality cultivation, emotional stimulation and spiritual sublimation.
In the kindergarten, the landscaping and greening of our garden, in addition to planting all kinds of ornamental plants, also specially planted related crops and flowers in the field; Each classroom is required to set up a natural corner to plant all kinds of animals and plants; And discuss with nearby farmers to open up "Xinwei small planting base" and "doll small breeding garden";
Set up a "ninth grade column" at the entrance of the kindergarten, invite resourceful parents to participate, provide relevant materials for the theme or give lectures for kindergarten activities, so that the kindergarten environment reflects a strong local flavor, provide a good cultural environment for optimizing the ninth grade and promoting the growth of children, and effectively encourage children to be proactive.
Outside the kindergarten, the vast fields in the countryside, the scene of harvest, the rapid development of construction and the hard work of farmers are all vivid teaching contents that attract every child's heart. We use this as a teaching material in the big classroom, and purposefully take our children to the countryside and nature so that they can see, listen, learn, discuss and feel. In the process of full contact with rural society, children have learned many things that books can't, such as organizing children to fly kites, organizing kindergartens to tie scarecrows in the fields, and organizing children to watch the master teach us how to make qianzi in bean products farms. Organize children to observe the growth process of wheat, rice, corn and other crops, and let children pick cotton, sweet potatoes and peanuts with farmers, which not only experiences life, but also increases their feelings for workers and cherishes today's happiness.
The learning process is the process of students' active participation and independent inquiry. In the "ninth grade" practice, efforts should be made to create an open and democratic educational atmosphere, give children room for imagination and free play, and encourage children to learn to actively learn and learn to explore creatively. Therefore, close to the reality of rural children, we have designed and organized a series of diversified and comprehensive activities to let children experience this precious and innovative autonomous learning process and improve their comprehensive quality.
Using local resources to create characteristics
As we all know, the government's investment in rural kindergartens is seriously insufficient at present. It is better to find it with your eyes than to wait for the gift from your superiors. In the activity area, we adjust measures to local conditions to make it rich in content and distinctive in characteristics. Such as wild flowers, weeds and leaves in spring; Fruits, vegetables and sand in summer; Seeds, fruits and insects in autumn not only stimulate children's interest in participating in activities in the activity area. Moreover, it can save a lot of money and make the kindergarten work unique, which can be described as killing two birds with one stone.
The activity area provides a platform for children to express themselves, and the rich local activities contain a lot of wisdom and vitality, which meets the needs of children's production and creation. Faced with these familiar materials, children pinch out vivid objects, piece together beautiful pictures and tell beautiful stories ... At this time, confidence and happiness surround each child, and they have a sky of their own. Children's creative inspiration arises spontaneously in the activity area, as if they had inserted the wings of imagination and flew freely between the creative worlds.
At the same time, in the process of collecting local materials, we strengthened the contact with parents and communities, realized the benign interaction between home, garden and community, and formed a good joint force of education. Teachers told parents about the idea and specific needs of using local resources, which received strong support from parents. Some parents go on business trips abroad and take pains to bring back some local specialties such as shells, reed flowers and bamboo shoots. Rich local materials have brought characteristics, vitality and new hope to our kindergarten.