First, the background of local cultural education in kindergartens
1. Large-scale population movement has caused the loss of local culture. The population characteristics of contemporary China are one child, few children and large-scale migration. A large number of young and middle-aged people in the central and western regions flow into the eastern coastal cities to work, and a large number of young and middle-aged people in rural areas enter cities. The educational equity system has been vigorously promoted, and preschool education is not restricted by the household registration system. More and more rural children are entering cities for education. According to the 20 10 census, among the 9120,000 permanent residents in Wenzhou, Zhejiang Province, there are 2.84 million people outside the city, including 2.72 million people outside the province, mainly from Jiangxi, Guizhou, Anhui, Hubei, Sichuan and other places. The pre-school children registered outside the province account for a quarter of the pre-school children in the city. There are 5 1 ethnic minorities in the city with a population of 300,000, an increase of190,000 compared with 10 years ago. Tujia and Miao have replaced She and Hui as the two major ethnic minorities in this city.
2. The trend of worshipping foreign things and obsessing foreign things is impacting the globalization and openness of local culture, profoundly affecting people's thinking and spiritual outlook, and the study and exchange of international culture is accelerating. On the one hand, people lament that children can't speak dialects. On the other hand, English education is in full swing. International brand English early childhood classes charge per hour 150-300 yuan. Foreign festivals and foreign fast food are everywhere, and frequent close contact with children leads some parents to unconsciously abandon local culture.
3. The decline of agriculture and farming civilization The traditional local culture is based on the love of land, and people eulogize that "the earth is the mother who nurtures human growth". In the process of modernization, industrialization and urbanization, farmers do not earn money by farming, and farming is dirty, tired and poor, and society lacks respect for the traditional profession of farmers. It is not only a problem of children, but also a problem of many parents and teachers. The trend of ecological deterioration is intensifying, and the task of environmental protection is arduous. Modern city life is fast-paced and stressful, parents are busy with work and career, and the poetic and romantic cultural life atmosphere of living in nature is not strong. Some residential quarters in the city lack the characteristics of regional environment and the cohesion of community life and spiritual culture.
Second, the importance of local cultural education in kindergartens
At all times, many educators advocate the ninth grade. Grade 9 originated from the awakening and advocacy of nationalist education by German educator Fichte in the19th century. Influenced by naturalism, the early ninth grade mainly took the intuitive object of children's life-hometown as the starting point of spatial understanding, and guided children to understand the surrounding natural environment and social humanities. Since the 20th century, with the deepening and expansion of local significance, the ninth grade has been extended to the whole national cultural education. Village Wei, an American educator, believes that to cultivate children's interest in learning knowledge, we must eliminate the disconnection between their real life and curriculum. Italian educator Montessori wrote in Charming Mind that human beings have a unique "spiritual embryo" period after birth. "For children, they like to farm their own land. No matter how hard life is, they will feel that they can't find happiness from other places. " "This kind of psychological attraction is very important to promote a person's growth and adapt him to local social order, climate and other conditions." "Today, we must regard children as a link between different historical times and different levels of civilization. Infant is an important period, because if we want to introduce new ideas, improve people's customs and inject new vitality into the natural landscape, we must use children as tools, and adults can't accomplish this task. If we really want to spread the torch of civilization widely, we must use children to accomplish this mission. "
Since the New Culture Movement, educators such as Chen Duxiu, Fei Xiaotong and Xu Teli have attached great importance to the ninth grade and emphasized the importance of local textbooks. Tao Xingzhi's "life is education", "society is curriculum", "living rural education needs living environment" and Chen Heqin's "nature and big society are living teaching materials" are all wonderful displays of ninth grade thought. In Mr. Pan Guangdan's view, the spiritual crisis that caused China people to lose themselves was rooted in the lack of "root" education. The road to patriotism begins in a township; Learning must start at home and then spread to the whole world. In the face of many problems faced by the ninth grade kindergarten, we need to analyze the concept and connotation of the ninth grade, inherit the previous theoretical ideas, and actively explore and practice the new curriculum of "removing the dross from the soil".
Thirdly, the practice of local culture education in kindergartens.
Starting from dolls, the ninth grade must be a natural, interesting, knowledgeable, emotional and practical education model. In addition to cultivating local consciousness, life education, personality education and national spirit education are also subtly infiltrated. The following is a summary of the author's experience in front-line teaching in kindergarten in order to attract more attention.
1. An orderly and systematic ninth-grade kindergarten can build a rhythmic local cultural education in accordance with the time sequence of the traditional 24 solar terms of the lunar calendar and traditional festivals (Lantern Festival, Tomb-Sweeping Day, Dragon Boat Festival, Chinese Valentine's Day, Mid-Autumn Festival, Double Ninth Festival, Winter Solstice and Laba), combined with local traditional food and festival activities. Wenzhou nursery rhyme "December Order" (lanterns in the first month, kites in February; In March, straw was used for oral sex; On April 4, do a play; May 5, Super Five; On June 6, the scale was washed; On July 7, I ate magpies skillfully; On August 8, there were sesame seeds in the moon cakes. On September 9, I climbed to see my uncle off; At the end of October, water ice bones; 1 1 month, eat jiaozi; /kloc-in October/February, the candy cake won the first prize. ) provides a lot of good material. When the garden opens in spring, parents and children design and make Lantern Festival lanterns together to decorate the teaching building. When I was in Tomb-Sweeping Day, I asked the children to mash cotton vegetables and make them into vegetables.
Qingming cake. On the Dragon Boat Festival, learn to sing the song "Dragon Boat Race", learn folk instruments such as drums and gongs, and weave egg packets and dumplings with five-color threads. In addition to explaining the story of the origin of traditional festivals, we can also teach some timely ancient poems or dialect nursery rhymes and folk songs, such as Yueqing folk song Dui Bird and Wenzhou dialect nursery rhyme Tintin.