On how to create characteristic rural kindergartens.

In the past, kindergartens were hardly needed in rural areas, because it was generally believed that kindergartens could not learn much knowledge and wasted the economy. However, with more and more farmers working in cities to earn money, the care of left-behind children in rural areas has become a serious problem, and farmers' educational awareness has improved, so rural kindergartens have emerged. Although rural kindergartens can't be compared with urban kindergartens in scale and facilities, they also have their own characteristics, such as fresh air, green environment, real animals and so on. If these characteristics can be properly utilized, kindergartens with their own characteristics can be established, which can not only promote the healthy development of children, but also promote the development of kindergartens themselves, killing two birds with one stone. However, how can we make good use of the characteristics of rural areas? How can we build a rural kindergarten with all the characteristics? It is an important issue worthy of attention, discussion and analysis from all walks of life.

First, the characteristic resources of rural kindergartens

(A) Characteristic resources

In the area where rural kindergartens are located, there are often some distinctive resources, such as local culture or local industries, which can often bring different activities and experiences to children. For example, in the process of teaching children, teachers can actively teach students with local characteristics, which can not only strengthen their intimacy, but also stimulate their feelings of loving their hometown. For example, Changtai Township is known as the first town of loquat in China. Kindergarten teachers here can mobilize the parents of young children to cooperate and carry out loquat picking activities on a family basis, which not only makes young children feel the splendor of the first town of loquat, but also plays the role of comprehensive education, and develops their social and communication skills.

(2) Animal resources

For children in urban kindergartens, they can only contact small animals through pictures. This understanding is superficial and not specific. But for rural kindergartens, there is such a condition that children can directly contact the small animals in the picture, such as snails, ants, earthworms and so on. For example, when spring comes, rural preschool teachers can set up an open tadpole observation pool in the corner of the classroom, so that children can observe and understand the growth of tadpoles day by day, from long hind legs to long front legs, and then to the shedding of small tails, so that children can intuitively understand the whole process of tadpoles becoming frogs. Through this kind of teaching resources, children's curiosity can be effectively stimulated, their meticulous observation ability can be stimulated and cultivated, and communication and cooperation between children can also be promoted. In addition, some poultry and livestock are also important and feasible teaching resources in rural kindergarten teaching.

(3) Plant resources

Rural preschool teachers can specially open up planting areas for children. This planting area can plant some simple and easy-to-grow vegetables and crops, which can help children learn more about the growth characteristics of vegetables and crops, as well as the growth environment and process of these crops. At the same time, they can also guide children to make relevant observation records. When these vegetable crops grow and mature smoothly, teachers can also lead children to pick vegetable crops, which can help children experience the harvest subjectively. In addition, you can also put these hand-picked vegetable crops in the teacher's corner for children to observe, identify and classify carefully. Moreover, for rural kindergartens, the relevant plant resources can be said to be diverse, and similar teaching can also be diversified, such as using plant seeds as artists, using straw as creativity and so on.

Second, kindergarten teaching activities with rural characteristics

(a) field fund-raising

Rural kindergartens have incomparable natural conditions compared with urban kindergartens. For example, teachers in rural kindergartens can lead children to participate in nearby farmland activities, so that children can get in close contact with nature. In such a teaching environment, rural preschool teachers can freely lead their children to the fields for carefree activities, and children can also happily do their favorite activities, thus forming a relaxed atmosphere. For example, some children will weave corn husks into skirts and tie them around their waists, and dance the hula dance seen in the teaching pictures. Some children will weave sweet potato vines or wild flowers into garlands to wear on their heads or necks. For example, a beautiful princess, some children will make long earrings and bracelets from the stems and leaves of sweet potatoes and hang them on their bodies, and sell them like decent adults. Some children will wear sorghum ears or ears of grain on their heads, just like fashion shows, and some children will make big leaves into different masks and stick them on their faces, putting on a cute and funny imitation show. In such an environment, children are extremely happy and carefree, which makes them look extremely natural and lovely, and teachers will be immersed in this natural environment and children's laughter.

(b) crop knowledge

Easy teaching is not meaningless teaching, nor does it ignore the quality of teaching and children's knowledge structure. Successful characteristic rural children's teaching starts and finishes in a relaxed and playful environment. For example, in order to let children know more about rural crops, teachers can lead them to observe various crops in nearby fields, and even invite their parents and guardians to provide them with relevant crop specimens and explain relevant crop knowledge to them. The teacher leads the children to bring the hard-collected crops back to the natural corner of the classroom, and organizes the children to exchange and discuss with each other around the piles of crops. Some children will say that this is a peanut, and its fruit grows in the soil. My mother said that the oil extracted from peanuts is delicious, and some children would say that it is sweet potato, which is also grown in the soil. Some children will say that this white crop is cotton, which is very useful and can be used. At this time, rural preschool teachers can also lead their children to solve riddles on the lanterns, such as hemp houses, red curtains, sleeping with a white fat man and so on. Let the children participate in the secret independently. In addition, in such a teaching environment, children can also show their talents and make various works about crops, such as pigtails woven with corn husks, ducklings made of peanut shells, hedgehogs made of sweet potatoes, dolls made of corn ears, birds made of sorghum stalks, patterns made of corn kernels and various beans. These things created with children's participation can also be organically applied to the teachers' walls of rural kindergartens, which not only highlights children's creativity, but also beautifies the teaching environment.

Third, characteristic teaching.