Integrate “Chinese classic etiquette education” into preschool education curriculum

Preschool education belongs to the category of basic education. The success of preschool education has laid a good foundation for children's primary education. Because the preschool period is the most profound period for children's psychology, it has a great impact on children's cognitive structure. In Piaget's genetic epistemology, when preschool children are in the preoperational stage, they have two substages: preconceptual and intuitive. Using Piaget's schema theory, the preoperational stage is the stage where children's behavior and etiquette schemas are established in large quantities. At this time, children's judgments of things are based on perceptual conceptual characteristics, and then they enter into intuitive judgments about people and things based on conceptual schemas. From this point of view, the behavioral and etiquette schemas acquired by the children at this time are likely to enter deep consciousness (intuition, subconscious), form an inner basic understanding of behavior and etiquette, and manifest themselves as the child's behavior and etiquette. Unless encountering special changes and circumstances in the future, children's behavioral and etiquette cognitive structures will only undergo quantitative supplements rather than qualitative changes. In other words, if we have successful children's behavior and etiquette education, we can enable children to have good behavior and etiquette habits in the future. This improves their interpersonal intelligence, increases social harmony, and reduces the interpersonal conflicts that children may encounter in the future. This is reflected in the etiquette education content of kindergarten courses.

Coincidentally, our ancestors left us a rich heritage of Chinese classics, including a considerable number of etiquette classics. China is a country of etiquette for five thousand years. The Western Zhou Dynasty regarded etiquette as the "big handle" of the country. In the Spring and Autumn Period, Xunzi's "state is unruly and restless", Confucius's "self-denial and restoration of etiquette", until later advocated "benevolence, justice, etiquette, wisdom and trust". wait. Etiquette has always been one of the cores of traditional culture, an important basis for regulating people in society, and an important part of the cultural essence of the Chinese nation. This is a legacy we were meant to inherit. It is a pity that since modern times, China has been suffering from wars, revolutionary trends, and constant social shocks. In addition, since the founding of the People's Republic of China in 1949, ancient etiquette classics have been swept away by successive movements, causing this heritage to gradually fall apart and be gradually lost to the people. Forget. In Japan and South Korea, this heritage from ancient China has been well preserved in the behavior of the people, so their national behavior appears to be polite and well-educated.

Today, the important task of carrying out the great national rejuvenation places our education, including preschool education, also shouldering a major responsibility. The great national rejuvenation first requires the cultivation of modern civilized people, including bringing people's behavioral habits and manners to a highly civilized level, and gradually forming a harmonious society. It is obviously feasible to draw lessons from ancient educational content and educational methods for cultivating children's behavior and etiquette. In today's preschool education, learning from Taiwan, Japan, and Korea, and incorporating traditional Chinese etiquette classics into the curriculum structure also have extraordinary significance. It enables children to develop good ideological and moral character while receiving the influence of excellent traditional culture.

Curriculum positioning and goals of etiquette classics education

Chinese etiquette classics education is an important course content of etiquette education in preschool courses. It forms the complete content structure of etiquette education in preschool courses together with the content of modern etiquette education. This is our basic positioning for the education of Chinese etiquette classics.

The Chinese etiquette books contain many basic etiquettes for people, such as standing, standing, walking, walking, lying down, treating elders, eating, going out, returning home, etc. These etiquettes are still vital to this day, and the practice of these etiquettes can also reflect people's civilized qualities. However, the contents of traditional Chinese etiquette books cannot reflect modern etiquette knowledge, such as the etiquette of the flag and national anthem, the etiquette of eating Western food, the etiquette of taking the bus, the etiquette of singing karaoke, etc.

Therefore, it is wrong for the Chinese etiquette classics education to be abandoned, and it is also wrong for it to become the only content of etiquette education in preschool courses. Combining it with modern etiquette education and unifying it is the right choice.

The Chinese etiquette classics education has richer connotations than modern etiquette education in that it uses chanting or reading methods to enable children to remember the essence of ancient languages ??during the physiologically sensitive period when memory is best, and to promote ancient classics. The formation of language sense. This is also very important for children to inherit the essence of ancient culture and improve their own cultural connotation in the future.

There are no relevant requirements for classic etiquette education in the "Kindergarten Education Guidance Outline", my country's most important administrative document for kindergarten education.

Therefore, the curriculum goals of our kindergarten's independent positioning of Chinese classics and etiquette education are: (1) Children can gradually become familiar with the content of Chinese classics and etiquette suitable for young children to learn, and like to recite them. (2) Young children can understand the content of classic Chinese etiquette suitable for young children to learn, and are willing to practice it. (3) Children can develop better civilized etiquette qualities after learning the content of classic etiquette and modern etiquette.

Constructing the hidden curriculum of etiquette classics education

The content of children’s learning in kindergarten is the curriculum content.

When children are constantly exposed to the kindergarten environment every day, they are also constantly interacting with the environment, so the environment has an educational function. An educational environment with better educational functions is called a hidden curriculum. Based on this point, when we carry out the education of Chinese etiquette classics, we pay special attention to the construction of latent courses and strive to bring into play its implicit educational function.

The most eye-catching position when you walk into the kindergarten gate is the slogan that embodies our kindergarten's philosophy: "Nurture seedlings to love trees, cultivate talents with morality", "Use a magnifying glass to see the advantages of children, use a microscope to see the advantages of children" See the potential of children and use a telescope to see their future? This is used to remind teachers on a regular basis. In the newly built faculty conference room, the most eye-catching thing is eight plaques with the contents of etiquette classics written by Xiamen calligraphers, including "The Book of Filial Piety", "Disciple Regulations", etc. Before each meeting, a teacher will preside over and explain the content. Let teachers understand the essence of etiquette hidden in these works, internalize the knowledge of classical etiquette, teach by words and deeds, and better educate children on etiquette. Teachers are the most important factor in the interpersonal environment for young children. Children come into contact with teachers every day, and teachers should become the objects of learning for young children.

Our kindergarten has set up bookshelves and purchased a large number of books, including ancient etiquette classics or books that explain etiquette classics, providing parents and children with opportunities for parent-child reading and learning, so that children can be filled with the fragrance of books. Fully experience the joy of reading in a warm and affectionate environment.

Our garden has a "Runde Corridor" for cultivating talents and virtues. This cultural corridor fully embodies the concepts of "learning Chinese traditional culture, knowing etiquette, good IQ, and high emotional intelligence". On the right side of the corridor, the "Disciples' Regulations" stamp series designed and produced by combining the etiquette classics "Disciples' Regulations" with the philately course of our school is displayed: "Disciples' Regulations, Sages' Training". Observe filial piety and faithfulness. ?Starting with this, "Disciple Regulations" has three words and one sentence, which rhyme with each other. It is profound and profound yet easy to understand. It quietly integrates the long-standing and extensive Chinese traditional virtues into a short sentence. Every sentence tells people the moral norms of life. Every day after school, you can always see parents holding the hands of their children and patiently explaining the content in the pictures and texts. If it can be learned, understood, and internalized, it will benefit everyone throughout their lives and make every child's pure heart have a grateful heart. In another edition of the publicity column "Common Principles", there are also pictures and texts, which display various etiquette contents at school, at home, at the dinner table, as guests, so that children can subtly accept the influence of behavioral norms on people in etiquette classics. The profound impact of growing up.

In the class workshops, you can see the contents of etiquette books cleverly infiltrated into them, such as "Elders Stand, Young People Don't Sit" in "Bus *** Car", "Baby Restaurant" "Don't be picky about your diet", "Don't be picky" when the baby is in the living room, "Don't be slow" when parents call, "Don't be lazy" when parents call, etc. Let children interact with the environment during learning and games, understand the contents of the above etiquette books, and gradually develop good civilized etiquette behaviors.

You can’t tell how effective it is as a hidden lesson that is integrated with the environment. However, there is no doubt that it is really indispensable. It plays a supporting role in kindergarten etiquette classics education. It is synonymous with edification and plays a certain guiding role in children's etiquette learning psychology. The accumulation of this effect is of great significance and cannot be ignored.

Way to integrate etiquette classics education into preschool education curriculum

When we use etiquette classics as an integral part of preschool education curriculum, we must pay attention to curriculum implementation issues. If the implementation of the curriculum is not implemented, it will be empty. It is just a curriculum on paper and words, and it is just a bunch of slogans.

So, what is its implementation path? According to the characteristics of etiquette classics that are suitable for reciting and the learning characteristics of children in kindergarten, which are mainly games and life practice, the main curriculum approaches for implementing etiquette classics education in our kindergarten are:

(1) Taking the recitation of etiquette classics as the main The main special activity platform

Etiquette education is integrated into the preschool education curriculum. It is mainly a practical course content. There is no need to place too much emphasis on literacy, because it is unrealistic for children in kindergarten to understand the text. Too demanding. The arrangement of reading activities is advisable. Our kindergarten has arranged activities for reading etiquette books, including "Disciple Rules" and "Essentials of Common Etiquette", etc. The main content involves the etiquette of getting along with others, the etiquette of public places, dining etiquette, learning etiquette and other basic etiquette. specification. The recitation of etiquette classics is accompanied by the explanation of its content and meaning. Its function is to perceive and understand its content, while promoting the formation of the sense of language of ancient classics and strengthening the memory of its content.

In the absence of language perception of etiquette classics, etiquette classics education cannot be carried out. It is just perception and memory without understanding the content and meaning of etiquette classics. This kind of education is also ineffective and dead reading. Without affecting the overall structure of the kindergarten curriculum, special activities are arranged 1 to 2 times a week.

The platform for reading etiquette classics supports a variety of methods and forms:

Reading can be a teacher's model reading, leading the reading, children following along, or reading on tape, or it can be Do you want children to read together?

Reading is just about perception, and it must be supplemented by verbal explanations and etiquette stories. From teachers telling etiquette stories to children telling etiquette stories.

Before, during, and after reading, relevant slides or pictures can be used to help children understand. When reciting, background music should be used to optimize the atmosphere, stimulate learning emotions, strengthen memory, and improve learning effects.

In addition, the special activity platform focusing on the recitation of etiquette classics also includes specific operational etiquette training, calmness training and other forms to help children internalize their meanings, externalize their behaviors, and improve Ability to handle affairs; the characteristic training method is to use outdoor activities to practice "Disciple Regulation Children's Jingwu". While chanting scriptures orally, practice boxing skills, and integrate the principles and methods of ancient sages and sages on how to behave, treat others, and regulate behavior. Through physical movements, you can directly understand the meaning of the "Disciple Rules" and practice them personally to enhance your memory, exercise your willpower, and coordinate your physical and mental balance. While reading scriptures and practicing martial arts, children can develop their comprehensive qualities of being active, quiet, literary and martial.

In short, special activities focusing on the reading of etiquette classics not only learn etiquette knowledge, but also cultivate children's language expression ability, language sense ability, reading ability, demonstration ability, psychological control ability, etc., and improve the overall comprehensiveness of children. quality.

(2) Implementing classic etiquette education in daily life

The content of etiquette classics education itself is some behavioral requirements and moral requirements, which requires teachers to first read in addition to special readings. Help children understand its meaning through random explanations or readings in dynamic life links, and immediately apply it to all aspects of kindergarten life. Combine it with real life to learn and experience classic etiquette to achieve the unity of content and emotion, language and behavior, feeling and practice, and accumulate the literacy and connotation of young children through repetition of behavior.

Children spend most of their time in kindergarten, and all aspects of their daily life account for a considerable proportion. It is necessary to infiltrate the education of etiquette classics into daily life. Through positive and negative examples in real life, we educate children to develop good qualities of etiquette behavior from an early age. We are closely integrated with classic etiquette education for socializing with friends, respecting teachers, and even etiquette for children's meals and behavior.

It has become a habit for children to greet their teachers and companions when they come to the kindergarten every day. The principal, teachers and others can stand and bow to say hello. At the flag-raising ceremony every Monday, the presiding teacher interprets the contents of the "Disciples' Rules" for all children in the kindergarten, and leads the children to recite excerpts from etiquette classics; the "Disciples' Rules" is read before meals every day, and the class teacher explains its meaning to the children and emphasizes that the children Practical practice.

Children practice etiquette knowledge in lining up, drills, games, and other outdoor activities, and teach them with fun; they use finger movements before meals, organizing life before school, etc. to play and recite "Disciples' Rules".

In short, the main characteristics of this approach to etiquette education are: randomness, comprehensive penetration, and close integration with practice.

(3) Infiltrating classic etiquette education into game learning

Using classic etiquette education to promote the formation of children's beautiful etiquette literacy and excellent qualities is not something that happens overnight, one thing, one lesson. Or just a few activities can be effective. It requires both planned, purposeful and series of "explicit education", as well as multi-channel, multi-faceted and organically penetrated "implicit education". Children use games as the main form of learning, and game learning must be a way to carry out classic etiquette education in our kindergarten.

However, the infiltration of this kind of classic etiquette education cannot weaken children’s fun of games or affect their game process. Instead, it must integrate relevant etiquette requirements and practices into game content and social life plots, so that children can In the game, happily learn or practice classic etiquette knowledge.

Our kindergarten makes full use of the unique "workshop" as an experimental ground. According to the age characteristics of children, we create small societies one by one based on class development, providing multi-dimensional space for practice and development. , cleverly infiltrating classic etiquette into it, and promoting children to deeply experience, learn and apply it through multiple channels and aspects.

Second Class 2 carried out the theme activity of "Little Angel Band", and the teacher consciously created the "Ding Dong Music Classroom" workshop, with the purpose of giving children with special talents a stage to show off. From daily communication, teachers found that these children do have such needs and want to share what they have learned with their peers. This happens to be closely related to the classic etiquette education in our garden. There is a sentence in "Disciple Rules": "If you are capable, don't be selfish; if others are capable, don't take it lightly." ?It just tells us? Don't be selfish and conservative when you see what you are capable of doing; when you see others' talents, you should praise them more and affirm them, and don't belittle others out of jealousy. ?In the guidance, the teacher integrated the needs of children, the needs of classic etiquette education and the characteristics of theme workshops, discussed with children, set the game rules of the music classroom, assigned the roles of young teachers and students, and added a new dimension to the music classroom. The fun of school role play makes the children really happy! In daily workshop activities, you can always see several children wearing "teacher" tags, carefully and carefully guiding the children to learn staff, piano, etc. There is no need for hands-on teaching by teachers, and the resources of some children are fully utilized, and the children's music knowledge is quickly improved. Letting children learn knowledge from their peers is in line with the spiritual meaning of classic etiquette education: Don’t be selfish when you are capable; don’t take it lightly when others are capable. ?Children also realize from such activities that ?those who act high are proud of their reputation and are valued by others, not their appearance. ?They all especially admire children with special talents. This activity not only gives individual children an opportunity to show themselves, but also enhances their interest in learning. It really kills two birds with one stone.

In the "Car Bah Bah Bah"? Public *** Car? workshop in Primary 3 class, the children can learn and apply the "Disciple Rules" explained by the teacher: Elders stand and children do not sit. ? During normal car rides, giving up your seat has become a conscious behavior for young children. In the "Baby Restaurant" in the primary 1 class, children can order dishes based on nutritious meals. For individual customers who are picky eaters, the waiters will also tell them the principle of not being picky about their food. The same is true for other workshops. In the "Botanical Garden" workshop, civilized etiquette in public places is infiltrated, in the "Baby Living Room" workshop, etiquette at home is infiltrated, etc. Children learn while playing in the workshop and achieve better educational results.

The three approaches to classical Chinese etiquette education work together, promote each other, and are indispensable. In this way, classic etiquette education is fully integrated into the kindergarten curriculum.

In addition, our kindergarten has also expanded the classic etiquette education courses to families with young children. Through questionnaires, expert reports, recommendations of excellent classic books, and the activity "My parents and I read a good book every month", our kindergarten has effectively increased the enthusiasm of parents to participate in classic etiquette activities and improved their literacy.

Our kindergarten has been integrating Chinese classical etiquette education into the preschool education curriculum for some time, and the results are pretty good. Not only do the children know etiquette and etiquette in the garden, but they have also changed at home. They know how to serve a cup of tea to their parents after get off work; they take the initiative to clean up the dishes and sweep the floor after dinner; they also show more polite behavior towards their elders? Facts have proved that, It is necessary and effective to integrate the traditional Chinese etiquette classic education into the preschool education curriculum. Let these outstanding Chinese classical scriptures with lofty ideals cultivate children's classical cultural heritage and elegant feelings, give them a key to open their minds, and let them grow up nourished by traditional culture!