[Abstract] Lishui, our lovely hometown, has a very rich cultural heritage, and the local culture contains endless educational resources, which can be said to be a dazzling array of teaching materials. Infiltrating local culture into kindergarten education activities, choosing and adjusting activities according to Lishui's unique local cultural resources and carrying out theme exploration activities will help to enhance the attraction of local culture, fully stimulate children's interest in exploration, stimulate their yearning for beautiful things, and cultivate their feelings of loving their hometown. I made a survey on how to make full use of local resources so that our children can deeply understand and love our hometown from an early age and have a local consciousness.

[Keywords:] local cultural theme activities

First of all, this question:

The Guiding Outline of Kindergarten Education (Trial) points out: "Make full use of social resources, guide children to truly feel the richness and Excellence of the motherland's culture, feel the changes and development of their hometown, and stimulate their feelings of loving their hometown and motherland." Lishui, our hometown, has unique local educational resources. We try to generate a series of exploratory theme activities purposefully according to the characteristics of children's physical and mental development, scientifically screen and summarize the resources suitable for children's learning from the rich local cultural resources in our hometown, and generate valuable theme activities, so as to organically integrate local cultural resources with theme inquiry activities and cultivate children's local consciousness from an early age. Promote the interaction between teachers and students in theme inquiry activities, and promote the harmonious development of teachers and children as a whole; Cultivate children's ability to find and solve problems in activities, enhance their awareness of independent learning and cooperative innovation, and promote their all-round development.

Mr. Chen Heqin put forward the theoretical system of "life education". He advocates that kindergarten curriculum should take nature and society as living teaching materials, guide children to learn all kinds of practical life knowledge from the vast natural and complex social life, and let children get harmonious development of body and mind in various beneficial activities.

Second, the research scope and methods

(A) the research object

20 children (half male and half female) in the first grade of liandu government kindergarten were randomly selected.

research method

1, investigation and research method. Collect and analyze all kinds of data through questionnaire survey, field trip, interview and discussion.

2. Literature research method. By consulting relevant literature, we can broaden our research ideas.

3. Experience summary method. Summarize teaching and research experience in time and accumulate materials for research activities.

Third, process analysis

1. A survey of children's understanding of local culture.

We scientifically designed a questionnaire about local cultural knowledge for young children, and tested Lishui's scenery, history, humanities, specialties and other aspects to understand children's understanding and familiarity with their hometown.

2. Integrate local cultural resources with kindergarten theme inquiry activities.

(1) target integration.

Based on the principle that theme activities are consistent with the training objectives of the Regulations and the Outline: children's development is the guiding ideology, children's moral character and personality are emphasized, and the cultivation of innovative spirit and practical ability is emphasized to improve children's comprehensive quality in an all-round way. We take this as a criterion when formulating theme inquiry activities, and try our best to reflect multi-field, organic and overall promotion and goal integration in the implementation process.

(2) Integration of content and form.

In the research, we advocate using various methods and approaches from different angles to give full play to the overall effect of the course; We pay attention to the cultivation and improvement of children's interests, needs and abilities; What we care about is children's application of existing experience and knowledge, not the form of knowledge. Therefore, we realize the integration of content and form based on goal integration through the educational form of theme inquiry activities and local cultural resources.

3. Construction and development of the theme.

The principle of theme construction should be in line with children's life experience, interesting for children and convenient for children's practical operation. Relevant experts believe that adults and children * * * construct together, * * * express together, and * * * grow together are the basic elements of theme inquiry activities. We also embody these principles in the architecture of the theme network and the design of the theme activities.

Lishui, located in the southwest of Zhejiang Province, has various famous green ecological teas, popular ecological specialties such as ponkan and mushrooms. And for the first time, it won the national reputation of "the hometown of photography in China". Huangdi Temple in Jinyun Xiandu, Longquan celadon and Gu Jian, Qingtian stone carving, Yunhe wood products, etc. They all exude the fragrance of a long history and culture. Lishui also has a unique cultural landscape, such as flood dike, Jinyun Xiandu, Liandu East-West Rock, Nanmingshan Cliff Stone Carving, Suichang Nanjian Rock, and drifting everywhere, all of which reflect Lishui's outstanding people. In view of these distinctive local cultural resources in Lishui, we have selectively carried out the following theme activities: photography culture (photography festival, hometown beauty, photography exhibition of young photographers), tea culture (tea, tea culture, Lishui famous tea), hometown specialties (citrus harvest, Qingtian stone carving, Longquan celadon), I love my mother river (beautiful flood dike, forest park, small environmental protection guards).

Fourth, the result analysis

(a) Children have a greater understanding and familiarity with local culture.

Children, as the future of the motherland and the hope of their hometown, have the responsibility to understand the humanistic resources and local culture of their hometown and let the local culture of their hometown enter their young hearts. Only on this basis, they have the responsibility to protect it consciously, actively publicize it, let more people know about their hometown, and thus contribute their own strength to the construction of their hometown. At the beginning of the study, we conducted a survey on children's local cultural knowledge. The number of people who passed the questionnaire survey and the passing rate are as follows:

After a one-year study on the integration of local resources, on the basis of deepening and supplementing the original questionnaire, we conducted a questionnaire survey on children's understanding of local cultural knowledge again. The number of people passing and the passing rate are as follows:

Judging from the results of two questionnaires, after one school year's thematic inquiry activities of integrating local resources, children's understanding and familiarity with their hometown culture have been significantly improved.

(B) Children get the emotional experience of loving their hometown.

Local culture is the cultural foundation of a nation. Let the local culture of hometown enter the hearts of children and benefit them for life. Through the questionnaire survey and understanding of children's daily life, we find that children's concept of hometown is very vague and weak, and some children even don't understand the concept of hometown at all. Through a series of targeted theme exploration activities, children can gradually understand and be familiar with the culture of their hometown and gradually strengthen the concept of hometown in the process of collecting information, participating in various activities and exchanging discussions, and naturally derive their love for their hometown and generate a certain sense of pride in the process of understanding their hometown. For example, in the theme activity of "Photography Culture", in order to make children fully possess the existing knowledge and experience and take advantage of the rising interest of children after attending the "International Photography Culture Festival", we launched a series of theme exploration activities of "Little Photographer" and held an exhibition of children's photography works. All the photographic works on display come from the cameras in the hands of children, and the lenses are all taken from the scenic spots and historical sites, human landscapes, people, flowers and plants in Lishui. Although the shooting angle is naive and the shot is not beautiful, these are the children's own works, which reflect the children's good impression and enthusiasm for their hometown.

(3) Teacher-student interaction is fully reflected.

Good teacher-child interaction can create a relaxed and happy psychological and behavioral space for children. In this equal and harmonious atmosphere, children can fully feel the fun of learning and improve their abilities in all aspects in theme exploration activities. In the research process, we inspire and guide children through the interactive behavior initiated by teachers. For example, during the implementation of the theme of "tea culture", we took our children to visit the tea garden. On the way back, a child asked, "The tea on the tree is green, but the tea in our house is different. Why? " In order to solve this problem for children, we also designed a series of theme activities, such as frying tea, making tea and tasting tea. During the activity, we let the children know about the process of making and tasting tea through videos and field visits to workers frying tea. Through these interactive activities between teachers and students, children have a certain understanding of tea culture.

(d) Children's multiple abilities have been developed.

In the research activities, a large amount of information was collected through various channels, and a set of planned and purposeful relatively complete theme activity scheme was formulated to carry out educational practice in the form of theme inquiry activities. Strong operability, suitable for children's age characteristics. Through various forms of exploration, communication, sharing and cooperation, children's social communication ability has been exercised and improved. Through thematic inquiry activities, let children know the preciousness of hometown resources, let them know that protecting resources is to protect our homeland, understand the relationship between people and the environment, cultivate children's awareness of environmental protection, and let children get more comprehensive development.

Thoughts and suggestions on verbs (abbreviation of verb)

As an educational resource, local resources have gradually penetrated into our education and teaching, greatly impacting the traditional education model and injecting new "blood" and vitality into modern education and teaching. Practice has proved that using local resources to carry out thematic inquiry activities has consolidated and enriched children's knowledge, promoted children's intellectual development and the formation of good behavior quality, promoted exchanges and cooperation among children, cultivated children's feelings of loving their hometown, and played a role in promoting children's physical and mental health and comprehensive and harmonious development. At the same time, we also find that there are some problems worthy of consideration and in-depth study in the current research.

1. How to make selective use of local cultural resources?

My hometown Lishui has endless cultural resources. In this study, only a few representative cultural resources with local characteristics were selected as the starting point when formulating the theme activities. In a limited time, it is impossible for us to understand the infinite local culture. How to choose local cultural resources to serve courses and themes needs further study. In the future, we will continue to explore and dig deep into the existing educational resources in our hometown, so that the rich local cultural resources, a vivid teaching material, can play a greater role in our education and teaching.

2. How to make full use of parents' resources to better carry out theme activities?

In this survey, we found that making full use of parents' resources in theme activities can make parents become our partners and become a part of theme development and implementation, which can better promote the development and implementation of theme activities. For example, in the process of the theme activity "I love the flood dike", we let parents take their children to nature to feel and experience the beauty of the flood dike in their hometown, and let the children cultivate their feelings of being close to society and loving their hometown in the practice of protecting the mother river, and cultivate their observation, aesthetic ability and interest in the surrounding things. Through the joint efforts of education, teachers can carry out supplementary activities that teachers can not fully carry out in kindergartens, and children's learning ability has been effectively improved, their interest in the theme has become stronger, and their understanding of the theme has become deeper.

[References]

[1] Guiding Outline of Kindergarten Education 200 1.9

[2]' Family Education-How to Teach Children' Chen Heqin 200 1.9

[3] "Development and Utilization of Local Cultural Resources in Early Childhood Education" Ren Hua (Primary Education Research) 20 10.4

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