The Integration of Art Education and Environmental Protection Education in Kindergarten

Environmental problems have become the focus of world attention. At present, China's environmental problems have encountered unprecedented difficulties. The over-development of industry and the serious overdraft of natural resources have made China's environmental pollution and other problems more and more serious, reaching a level that cannot be faced without treatment. Smog often comes to our lives, desertification gradually approaches our cities, and drinking water resources are often polluted, which have become major problems that cannot be avoided in our lives. Education on environmental pollution and protection should start with dolls.

First, the significance of implementing environmental education in kindergarten art education

In the author's teaching practice, there are not many activities to implement environmental education in preschool education. Many children don't know about the environmental protection anniversary, and their awareness of environmental protection issues is not strong. Faced with this situation and the seriousness of environmental problems, children should be educated in environmental awareness and knowledge from kindergarten. In this way, the seeds of environmental awareness can be planted in children's young hearts, and this seed can blossom and bear fruit in their future lives.

Second, environmental education in children's painting teaching

Painting is a main content of children's education. Through the implementation of painting course, children can acquire art knowledge and cultivate their practical ability, aesthetic ability and aesthetic consciousness in the specific process of painting. In such teaching activities, we should also cultivate children's awareness of environmental protection. Sow the seeds of environmental protection in children's psychology with multimedia or comics. For example, in the painting teaching of A River, I showed the children a video: under the dark river, a small fish swam painfully, and in front of it, a large piece of white garbage floated. Then ask the question: why is the little fish so miserable? I explained the reason to the children and then showed them a clear river. Underwater aquatic plants float with the current, small fish swim happily, and cute tadpoles. I asked again: which river do you like? After the children answered, I explained. Then I began to teach painting. In painting, the seeds of environmental protection have been deeply planted in children's consciousness. I drew a clear and bright river with my children. There are small fish and tadpoles swimming in the river. Under the blue sky, the grass is lush, the clear river keeps flowing, and the children's hearts present a sunny world.

Third, the implementation of environmental education in children art class

Children's art classes are mainly origami, paper-cutting, bricklaying, small production and so on. In this kind of teaching, teachers can inspire children's environmental awareness in waste utilization. For example, looking for inspiration in the process of collecting waste materials can not only achieve the teaching purpose of manual courses, but also not waste money and materials. Associate the corresponding shape with the waste paper cup; The waste paper box is transformed to form a new shape. These are all things that children can imagine and practice themselves. Such activities can stimulate children's imagination and creativity, but also inspire children's awareness of environmental protection. For example, I implemented a handicraft class called "Turning waste into treasure" to let children collect used handmade materials, such as plastic bottles, cardboard and plastic bags. Then, in class, let the children ponder how these items change through observation, and make full use of their shapes, colors and properties to create a new item. Then explain to children that plastic products, especially packaging, not only bring convenience to people's lives, but also bring disaster to the environment. Those plastic bags can't be degraded after being buried deep underground for decades, which is a high degree of white pollution. Therefore, we should advocate the awareness of reuse and environmental protection packaging.

Art education is the carrier of aesthetic education, and it should also be the way to enlighten environmental awareness. It is of far-reaching significance for environmental education to start with dolls, which should attract the attention of preschool teachers.

Kindergarten art education thesis 4

The Original Meaning of Kindergarten Art Education in the Process of Urbanization

Promoting and accelerating urbanization is an important strategy and inevitable choice for China's economic and social development. What does urbanization mean? The historical process of the transformation of human production and life from rural areas to cities is characterized by the transformation of rural population to urban population, and the continuous development and improvement of cities. ? Since the reform and opening up, the urbanization process in China has been continuously promoted. The urbanization rate increased from 17.9% in 978 to 510.3% in 2065. The number of cities increased from 193 to 657, and the National Bureau of Statistics increased to 20 12. 20 1 1 At the end of the year, the total population of China was1347.35 million, the urban population was 690.79 million, and the rural population was 656.56 million, accounting for 5 1.27% of the total population. In other words, nearly half of China's population is urban.

The rapid development of urbanization not only promotes economic development, but also makes education, especially preschool education, face opportunities and challenges with the rapid expansion of cities and towns and the rapid growth of urban population.

The State Council's "China Children's Development Program (20 1 1-2020)" puts forward the development goals of children's education in the future, in which the specific goals of basically popularizing preschool education include: the gross enrollment rate in three years before school reaches 70%, and the gross enrollment rate in preschool 1 year reaches 95%; Increase the number of public kindergartens in cities, and establish and run public central kindergartens and village kindergartens in every township in rural areas? The national development goal of preschool education and the demand for preschool education after urbanization have accelerated the construction of urban kindergartens. After urbanization, kindergartens strive to be in line with urban kindergartens in terms of building standards, teacher allocation, curriculum objectives and educational content selection. Especially the art education in kindergartens-due to the acceleration of urbanization and the substantial increase of family income, new citizens' families yearn for urban life, hoping to let their children receive good quality education like urban people and enlighten and edify their children like urban families. Some families hope to change their future lives and improve the quality of life of the next generation through art education; Kindergarten not only realizes that art education is an important part of preschool education, but also hopes to improve the quality of running the park through art education; I look forward to taking this opportunity to improve the reputation of running the park and develop the kindergarten itself in order to obtain greater market benefits. Many realistic factors, such as the requirements of society, the needs of parents and the needs of kindergartens' own development, make kindergartens take art education as a means and goal to enter the market, so the art education in urban kindergartens becomes chaotic: it not only retains the advantages and disadvantages of art education in rural kindergartens, but also causes many problems and defects because it tries to imitate the art education in urban kindergartens. Therefore, clarifying the original meaning of kindergarten art education is the proper meaning of doing well the art education in urbanized kindergartens.

First, the status quo of kindergarten art education in the process of urbanization

Education is one of the signs of the connotation development of urbanization. Education has improved the quality of towns. Art education in urban kindergartens is not only related to the level of art education in kindergartens, but also related to the improvement of urban cultural connotation and population quality. The author passes through a city 28 kilometers away from the provincial capital. Half an hour? In the economic circle, the investigation of many kindergartens in counties and towns with important transportation hubs and material distribution centers found that the art education in urban kindergartens not only retained the advantages of art education in rural kindergartens, but also caused many problems and defects by trying to imitate the art education model in urban kindergartens.

(A) the advantages of art education in rural kindergartens

Art and art education are essentially aesthetic experience and aesthetic education. The experience and feeling of beauty must have a beautiful environment. Especially for young children, their initial experience of beauty comes from their living environment. The environment of rural kindergartens is a natural countryside, and the natural environment and vast world in rural areas are the best source of children's artistic aesthetics. Ecological art without utility, benefit and professional skills in rural areas is most suitable for children's artistic growth. Therefore, art education in rural kindergartens has its unique advantages. However, due to a series of unfavorable factors, such as backward educational concept, poor quality of kindergartens and low level of teachers, art education in rural kindergartens can not be carried out or is not satisfactory, which is an insurmountable obstacle for rural kindergartens. Therefore, urbanization has given art education in rural kindergartens a favorable opportunity, which has made great changes on the original basis. However, in fact, art education in urban kindergartens has not developed in the ideal direction.

(B) the lack of art education in urban kindergartens

The realization of art education in urbanized kindergartens has the following problems and defects due to the diversified system of running kindergartens, uneven quality of education and uneven level of teachers:

1. With the gradual establishment of the urbanized economic system, the single status quo of rural preschool education relying solely on the government and collective parks has been changed. The government's reform of kindergarten management system and the improvement of social attention have made the investment channels of kindergartens more abundant, and various systems of urban preschool education institutions ―― public, private and private ―― coexist. Due to different investment channels and different expected income expectations, utilitarianism and profitability make art education in urban kindergartens impetuous and commercialized.

2. After urbanization, kindergartens have different foundations and uneven quality levels. The rapid development of urbanization makes it impossible for teachers and teachers to meet the standards as soon as possible. Most teachers are rural preschool teachers, teachers transferred from primary schools or teachers hired temporarily. In terms of teacher training and learning, they generally adopt a short, flat and fast way-taking urban kindergartens with short time and short effective distance as the object of observation and learning. What is the direct result of this kind of learning? Draw a gourd ladle . No matter in the setting of teaching objectives, the design of teaching plans, the selection of educational contents and teaching methods, we should learn from the practice of urban kindergarten teachers-a teaching model that focuses on skill training, focuses on the standardized training of art technology and art methods, evaluates children's artistic skills with professional standard judgment, and takes mastering artistic knowledge and skills as the main task and direct goal of children's art education. Urban kindergartens regard this kind of professional and technical art education, which is a serious deviation from urban kindergarten art education, as experiential learning. This step-by-step learning process makes the art education in urban kindergartens tend to be technical and professional, and loses the advantages of free ecology in rural kindergartens.

Second, the original meaning of kindergarten art education in the process of urbanization

The original ecological environment of rural kindergartens is an excellent soil for nourishing art and an indispensable natural classroom for art education. Although the requirements of urbanization have led to the rapid development of kindergarten conditions, the strengthening of teachers and the diversification of training methods, in the process of development, we should make clear the original meaning of kindergarten art education, return to the essence of art education while maintaining its original color, and let the development of urban kindergarten art education take fewer detours or not. (A) City kindergarten art education should return to the original meaning of art.

Art is one of the basic human behaviors. Art has been describing, defining and deepening human experience, from the songs and dances of primitive people to the paintings left on the walls of primitive caves and the original heroic epics compiled by adults for children.

Art and art education have come together. Ancient philosophers in China paid special attention to the educational function of art, and people knew how to guide people's spirit through artistic aesthetics long ago. In the west, people have attached importance to the cognitive function of art since ancient Greece, and at the same time fully realized the educational function and emotional influence of art on people.

The essence of art is aesthetics, and the essence of art education should also be aesthetic education. Art education educates people through aesthetics, and its uniqueness lies in subtly shaping children's beautiful personality in a pleasant atmosphere.

After urbanization, kindergartens have inherent advantages in art education. First of all, kindergartens are established on the basis of rural kindergartens. Children's parents, teachers and children are mostly from rural areas, and their feelings and experiences of the natural beauty of rural life and environment are beyond the reach of urban residents. Secondly, kindergarten teachers in towns generally come from the local area, and there is a simple and natural ecological sense in small towns. Although their art professional skills are weak, they are not confined to the content and methods of art education resources, so they are more likely to return to the essence of art-finding beauty, experiencing beauty and feeling beauty in art education.

After urbanization, kindergarten art education also has its limitations: urbanized new citizens have left the original environment full of rural fun and entered the reinforced concrete city, and their living environment has changed greatly. In addition, the rise of the tertiary industry, industrialization and collectivization of large-scale production, compared with the high concentration of rural population, people get along more closely and socialize, and people's pursuit of the connection between space and time, experience and events, body and soul, wisdom and feelings-the true meaning of this art has become precious. Therefore, to carry out art education in such a special kindergarten with both advantages and limitations, it is necessary to recognize the orientation of art and return to the essence of art education-education for art's sake. Starting from the artistic standard and taking education as a means, people's basic qualities and abilities such as experience and feeling of beauty, will, intelligence and emotional interest are purposefully cultivated through artistic education, instead of simply learning artistic expression methods and skills.

(2) Art education in urban kindergartens should return to children's real life.

After urbanization, the living environment of children has undergone earth-shaking changes. After entering the city from the countryside, a series of changes such as the increase of economic income and the change of educational concepts and values have prompted kindergartens to regard art education as a convenient way to integrate into urban life or the identity change of the next generation at the request of parents and society. This requires kindergarten art education not only to change the roughness of rural kindergarten art education in the past, but also to be different from the modernization, specialization and utilitarianism of urban kindergarten art education, based on the reality after urbanization and close to the real life of urban children, so that urban kindergarten art education can not only come from urban life but also fully reflect children's urban life, and can not copy the whole of urban kindergarten art education without urban life.

First of all, the goal of art education in urban kindergartens stems from and pays attention to children's lives. ? The ultimate goal of art education should be to promote the all-round and harmonious development of children's personality. ? All the contents of city life should become the generating point of art education activities in kindergartens. Starting from the reality of children's life, based on children's closely related life, focusing on developing children's aesthetic experience and ability, we can stimulate children's artistic interest and experience aesthetic feeling, help children enjoy the beauty in life, learn to express themselves happily in the form of art, and let kindergarten art education return to children's life.

Secondly, the content of art education in urban kindergartens comes from children's life. Real life is the source of art education, children's perception comes from life, and the content of children's art education should also come from life. In kindergartens behind towns, the content of art education should take daily life and children's real living environment as the initial starting point of art learning. Teachers should fully absorb and expand the material and inspiration of artistic imagination and artistic creation. Only by constantly improving their artistic ability can they teach children to observe life with artistic eyes and express life in artistic forms.

Finally, the form of art education in urban kindergartens is based on children's life. For a long time, many urban preschool teachers have formed a set of teaching mode centered on skill training. Both the goal setting of teaching activities and the design of teaching plans pay attention to the training of methods and standards, and emphasize the mastery of knowledge and skills. After urbanization, children's life between urban and rural areas is the foundation and source of diversity of art education.

(3) Art education in urban kindergartens should pay more attention to children's lives.

As a complete life, the greatest value of human life is high-quality life. As Aristotle pointed out, we need not only practical things, but also those that make us truly become? People? Something.

The purpose of life is man himself. The process of a person's life is to create life and fully enjoy it. Fully enjoying life means not only material possession, but also spiritual and emotional communication with your own life. Beyond the instinctive life of animals, beyond the narrow scope defined by instinctive life, it has opened up a broad spiritual space and gained the freedom that only talents have, not only to live, but also to observe. This freedom can only be fully displayed in the art world. Therefore, in the process of urbanization, art education in kindergartens has risen to the height of improving the quality of life and attaching importance to children's life education.

The value of children's art education first lies in promoting individual development, and children's art aesthetic activities are actually the most primitive and authentic life growth activities for children. He has nothing to do with the mastery of techniques and artistic level of art itself, but has an important relationship with whether he can become a complete person. Art education activities are only means, and life activities are the fundamental purpose. Art education is actually the eternal pursuit of life aesthetics.

First of all, kindergarten art education is a respect for life: respect for individuality, respect for autonomy and respect for creation. Art education should respect children's personality development. Whether it is the orientation of educational goals, the establishment of contents and methods, or the evaluation criteria, it should follow children's personal characteristics and conform to their individual development. Kindergartens, especially those in the early stage of urbanization, are eager to become parents and kindergarten teachers of new citizens, and should have a new understanding and understanding of the value orientation of art education. Art education should take children's life as the origin and destination, emphasize awakening the essence of life, respect the characteristics of life and explore the meaning of life, and take this as the life-oriented value orientation based on education and teaching practice, and promote the harmonious development of children's life as the goal pursuit of art education.

Secondly, kindergarten art education can also help children learn to live and learn to be kind to life. How to live and how to treat life is a question that everyone should think about. In the process of urbanization, social competition is becoming increasingly fierce. The new citizens who have just entered the city life, the pace of life is accelerating and the pressure of life is gradually increasing. Faced with the rapidly changing reality, they are more likely to have strong inner conflicts. They will also try to create their own lives. What is the purpose of life? -This is a particularly important issue. Therefore, art education in urbanized kindergartens aims at promoting human development and harmonious development of life, and teaching young children? Aesthetic life? Artistic survival? Live poetically? -this is the high realm of life.

In short, in the process of rapid urbanization, farmers really become citizens, except for changes in production mode, economic income and lifestyle, which is the citizenization of individual literacy, and art education is an effective way to help us improve individual literacy and quality of life. Therefore, kindergarten art education should not only maintain the artistic origin of rural kindergartens, give full play to the natural advantages of newly-built kindergartens, but also learn from the good experience of urban kindergarten art education, strive to eliminate the criticism of urban kindergarten art education, take fewer or no detours, let urban children learn artistic knowledge and exercise artistic skills, and give full play to their natural artistic talent and potential. Protect children's pursuit of beauty and enthusiasm for artistic expression and creation in art, respect the instinctive feeling, experience and creation of life in artistic activities, and let children grow freely in artistic activities, thus promoting the harmonious development of children's lives.

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