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On the development and utilization of preschool education resources with examples
Early childhood education resources are various factors that directly or indirectly affect early childhood education, help realize early childhood education goals and promote early childhood development. China's "Guidelines for Kindergarten Education (Trial)" clearly points out: "Kindergartens should work closely with families and communities, connect with primary schools, and comprehensively utilize various educational resources to create favorable conditions for children's development." However, after carefully observing the development and utilization of kindergarten education resources during the internship, the author found the following problems:
1, the most used educational resources are kindergartens, communities and festival culture.
2. Natural resources, historical sites and folk art resources have been incorporated into the kindergarten curriculum resources construction, and many practices and attempts have been made, but the specific resources development and utilization are still in the exploration stage, and there are widespread problems such as insufficient foreign investment development and utilization in the park, lack of comprehensiveness and dispersion in resource development, and lack of scientific integration model. This paper discusses how to effectively integrate the above resources into the existing kindergarten curriculum resources, so as to better promote the development of young children.
Second, the development and utilization of natural resources.
In the current pre-school education, from the perspective of safety, teachers rarely take children out of the kindergarten door when organizing children's activities, so that children can walk into nature, experience nature and get close to nature. Therefore, it is difficult for children to gain meaningful life experiences in nature. Mr. Chen Heqin, a famous early childhood educator in China, said: "To broaden children's horizons and enrich children, we must guide children to learn from nature and the big society. In this vast area, there are activities with extremely rich contents, vivid images and vitality, which play an irreplaceable role in children's understanding of nature and society. " [2] It can be seen that nature provides vast resources for education. Tao Xingzhi, a preschool educator in China, advocates: "Life education is based on society, and the scope of natural classroom is not in the house, but between heaven and earth. Kapterev, a famous Russian educator, once said, "Children need to watch the sun and the moon rise and set with their own eyes. In short, they must be combined with various phenomena in nature. " [3] Indeed, nature provides an environment for children to know the world and is an indispensable source of life for their growth.
(1) Lead children into nature, know nature, experience nature, get close to nature and blend in with nature.
1. Fully develop this natural resource according to seasonal changes.
For example, in Quanzhou, in spring, children can take them to nature to find spring, watch colorful peach blossoms in forest parks, and representative flowers or plants such as Erythrina, the city flower of Quanzhou, so that children can feel the breath of spring and the hazy vitality of spring. In summer, you can take your children to East Lake Park or West Lake to see graceful lotus flowers or think, tell stories and listen to stories in the shade. Meanwhile, Quanzhou is also a coastal city. Teachers can also lead children to the seaside, build sand castles, play with mud, pick up shells and stones, and watch waves and fishing boats. Autumn, when the sky is high and the clouds are light, is the harvest season and the most colorful time. Looking at the colorful leaves flying all over the sky, listening to the rustle of gold leaves stepping on your feet, taking your children to visit the orchard, harvesting in the fields, and feeling the heaviness and joy of autumn. In winter, snowflakes are flying and the earth is covered with silver, which allows children to make snowmen and have snowball fights outdoors. Experience the joy of snow.
2. Use natural materials in nature
Every grass, tree, soil and stone in nature can be useful materials to stimulate children's creative inspiration. A leaf, a branch, a handful of fine sand and a stone are the basis for children to know and explore the world, and they are also unique materials for their operation and creation. Different natural materials have different properties, textures and different texture effects. Can bring different enlightenment to children. We can collect natural materials in the surrounding environment together with children: stones, leaves, shells, vegetables, fruits … Let children use their hands and brains to operate and create. For example, leaves in autumn are the materials for children to use their imagination to create stories and children's songs in language activities. In scientific activities, leaves can be used for sorting, classification and comparison. All kinds of leaves can be used as creative materials of various patterns in artistic activities to produce vivid patterns. Similarly, stone seeds and shells are materials for children's exploration and creative activities. In the process of operating natural materials, children learn the characteristics of different substances, gain rich perceptual experience and experience the fun of creation.
2) Create an educational environment full of natural flavor in natural corners and planting areas.
First, plant all kinds of plants in the kindergarten for children to observe, know and play. These plants should be flowers and trees with short germination period, rapid growth and significant changes, which is conducive to children's feeling of seasonal changes. Secondly, open up plantations, let children participate in planting vegetables and fruits, and understand the growth process of plants. In addition, some small animals, such as tadpoles, goldfish and turtles, should be kept in kindergartens for children to observe and explore.
Third, the development and utilization of historical scenic resources.
During the period of kindergarten probation, due to various factors, kindergartens have not developed and utilized many educational resources of historical sites, which are vivid and precious resources for early childhood education. Mr. Chen Heqin, a famous educator, once said: "The process of kindergarten can be centered on nature and society." "There are two kinds of children's environments: one is the natural environment; One is the social environment. [4] The natural environment is a phenomenon of various animals and plants. The social environment is about people, families, clubs, market participants and so on. " Historical sites have many comprehensive characteristics, such as history, nature, humanity, socialization and so on. Making full use of this comprehensive feature of scenic spots and historical sites is of great benefit to the development of children's moral education, intelligence, education and sports.
(A) the development of educational resources in combination with the unique local historical sites.
For example, Quanzhou is a civilized city with a long history and the starting point of the Maritime Silk Road, so Quanzhou is rich in historical sites. For example, Kaiyuan Temple, Guandi Temple, Tianhou Temple, East-West Pagoda, Fujian-Taiwan Border Museum, and Zheng He's sculptures on his voyages to the West are all historical relics. There are also famous mountains and rivers in Quanzhou, such as Qingyuan Mountain and Daping Mountain, which are good educational resources for kindergartens. The role of these educational resources in early childhood education, first of all, it has the function of saving educational costs. Secondly, it has the function of body display and aesthetic education. Finally, it has the function of educating and exercising children's physical skills in civilized society []. Therefore, it is of great benefit to the development of children's moral education, intelligence, education and sports.
We know that children's thinking is intuitive and their understanding of things is direct experience. If conditions permit, children can be organized to visit and experience these historic buildings. Teachers can quietly plan some historical stories and tell them to children. They can also serve as children's guides and introduce the stories of cultural relics and celebrities to children. In this way, children not only have emotional experience, but also gain knowledge.
(B) the use of historical resources for early childhood education is a need.
It is very useful to organize children to go to historical sites for practical teaching activities, but it is also a very detailed and complicated work. First, because most historical sites are tourist attractions, although the scenery is good, the terrain is complex, and it will be dangerous if you are not careful; Second, there are many tourists in historical sites and the personnel composition is complex. Poor organization can easily lead to the loss of children; Third, most historical sites are important places for cultural relics protection and nature reserves. Children are young and have poor control ability. If it is not well managed, it is easy to scribble on cultural relics and historical sites, and when playing in natural gardens, it will pick flowers and cut grass. Therefore, this group of children should pay attention to the following work when they go to historical sites to carry out practical teaching activities: 1. Before the actual teaching, the teacher should carefully design each child's walking route. Determine the content, time and objectives of key teaching areas and key practical subjects for guiding young children. Try to be "children learn unintentionally" and "I am learning intentionally". 2. It is best to have health care doctors and peers in each internship. Play to prove the safety of children. 3. When organizing children's activities in places where there are many tourists, organize children to walk hand in hand in a road pillar as much as possible to prevent children from getting lost. 4. Find the location of the toilet in advance before each practice teaching. When children need to go to the toilet, they must be guided and followed by teachers. Don't let the child urinate anywhere, and don't let the child have an accident when urinating. 5. Pay attention to using social practice to cultivate children's social awareness and moral awareness. Educate children
Fourthly, the development and utilization of folk art education resources.
Folk art is a bright pearl in the treasure house of national culture, which contains rich contents, including folk literature, folk music and folk art. Folk art can cultivate children's keen perception, rich imagination and thorough understanding, and can bring them real enlightenment, good edification and beautiful enjoyment. [5] Therefore, folk art resources play an important role in improving the quality of early childhood education.
At present, many kindergartens have realized the value and significance of folk art to children's all-round and harmonious development, carried out children's folk art education, strived to create an environment suitable for folk art education, fully explored and carefully created environmental resources suitable for folk art education according to children's age characteristics and life experience, and according to the objectives and contents of folk art education. For example, in art education activities in kindergartens, we try to explore how to let children know about folk arts such as drama, handicrafts, waist drum, puppet paper-cutting, paper dyeing, Chinese knot, clay sculpture, batik and dance.
The basic principle of children's folk art education is to cultivate their aesthetic ability as the core, and to promote children to participate in folk art activities, so as to stimulate children's aesthetic interest in folk art and let them fully experience the pleasure of perceiving beauty, imagining beauty, understanding beauty and creating beauty. Children's aesthetic psychological structure mainly includes keen perception, rich imagination and thorough understanding. Among them, aesthetic perception is the most basic and important part of children's aesthetic psychological structure. So how to develop all kinds of valuable folk art resources in early childhood education to promote the development of children's ability?
(1) Create a beautiful environment.
Beautiful environment can stimulate children's interest in beautiful things and make their aesthetic perception active. By visiting historical sites or exhibitions of folk art works, such as folk paper-cutting, kites, ethnic embroidery, local people, folk cloth toys and other activities that are easy to arouse children's interest, children can have an intuitive feeling of folk art, let them perceive the existing form of folk art, let the objective history, shape and color of folk art be intuitively displayed to children, let children have a preliminary understanding of folk art, and enhance their feelings and emotions about folk art.
(2) Fully tap the folk art with local characteristics.
In fact, we should fully tap the local folk arts, such as Quanzhou's famous Nanyin, Hui 'an female culture, stone carving, Dehua ceramics, and various operas handed down from generation to generation, such as Liyuan Opera, Gaojia Opera and Shadow Play. For example, when using drama for teaching activities, a theme activity can be designed and carried out in various lively forms, such as through roles.
Create performances and paintings, games, regional activities, singing performances and so on. Let children participate in activities and experience the fun brought by folk art. At the same time, using these educational resources can not only cultivate children's keen aesthetic ability, but also understand local folk art, thus cultivating children's feelings of loving their hometown.
(3) Developing folk art education based on children's interests.
In the process of folk art education, teachers should always talk about folk art works with children according to their psychological development characteristics and interest tendency. This will help children systematize their perceptual experience, help children develop from daily perception to real aesthetic perception, and thus cultivate their keen aesthetic perception ability.
In a word, the development and utilization of kindergarten resources is a process of sustainable development. The key is that kindergartens should skillfully use all kinds of resources, at the same time, they should absorb and integrate all kinds of resources that are beneficial to children's development and form a model to better promote children's further development.
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