How to infiltrate local culture education in kindergarten education

The Guidelines for Kindergarten Education (for Trial Implementation) emphasize that kindergartens should start from the local level and make full use of local social resources to promote the development of kindergarten characteristics. Our kindergarten naturally integrates "skill culture", "food culture", "tourism culture", "residential culture" and "celebrity culture" into the children's daily life. " "Celebrity culture", with games as the main activities, in the form of fun, guide children to pay attention to, experience, feel the local cultural resources, broaden their horizons, enrich their experience, expand the content of the kindergarten curriculum, so that young children understand their hometowns, love their hometowns, cultivate the sense of identity of the young children to the excellent traditional culture, and promote the comprehensive and harmonious development of young children. identity, and promote the comprehensive and harmonious development of young children.

I. Tapping local characteristics to enrich the content of the curriculum

Yongchun County, Quanzhou City, Fujian Province, is rich in local resources and local culture, which provides conditions for the implementation of kindergarten thematic activity research. Yongchun lacquer basket is Fujian Province Han traditional bamboo lacquer crafts, the raw material is bamboo, bamboo or sliced or cut into thin strips, slices can be used to make handles, thin strips used to weave baskets, favored by consumers. During the activity, we let children perceive the appearance of bamboo and baskets by looking, touching, peeling, and weaving. Teachers also display various crafts to help children observe and recognize their internal characteristics, such as: flat baskets, lattice baskets, full-size baskets, as well as boxes, trays, bamboo poles, bamboo baskets, bamboo plaques, bamboo chopsticks, and so on. Information and pictures about bamboo and bamboo shoots can also be presented for viewing to enrich the experience. At the same time, we integrate teaching into the natural and social classroom by taking children to see bamboo forests, digging bamboo shoots, taking pictures of information, making bamboo shoots food, and utilizing bamboo to make various kinds of materials for regional activities. At the same time, we also guide children to discover the growth pattern of plants, understand the relationship between the natural environment and human life, and trigger children to explore nature and experience the joy of discovery. The development and use of these curriculum resources not only enriches the teaching content but also enlivens our teaching. In the theme activity of "Beautiful Hometown", we invite knitting artists to the kindergarten to give on-site knitting demonstrations and teach children how to make simple knitting. Through the weaving artist's on-site demonstration teaching, the children's existing experience has been integrated and refined, the development of children's hands-on ability, so that the excellent traditional culture can be carried forward.

During the theme activity "Hometown Snacks", we organized children to learn how to make various local snacks. For example, to make spring rolls, the teacher first showed the production process of spring rolls. Spring rolls are made of white flour mixed with a little water and salt and kneaded, put in a pan to spread and branded into a round skin, and then make a good filling (minced meat, bean paste, vegetables, sugar, etc.) spread on the skin, the ends folded, rolled up into long rolls. The children were both surprised and excited. After that, we let the children try "wrapping spring rolls" and let them taste them, so that they can feel the food culture of their hometowns, and at the same time, cultivate the children's feelings of love for their hometowns.

Two, digging the local characteristics of the game materials, stimulate the enthusiasm of young children

Sukhomlinsky once said: "If the students do not have the interest and desire, then all of our ideas, programs will be reduced to ashes." How to stimulate children's interest in the game? We focus on the children's points of interest in the selection of play materials, in addition to having to consider their safety and practicality. For example, our garden makes full use of the resources of the ancient residential village in Yongchun County's mountainous area, digs deeper into localized regional activities, makes full use of community resources, and creates the theme area of "Farmer's Courtyard" which is rich in local characteristics. The laundry court, small sand pool, farmhouse kitchen, living room, bedroom, etc., which are rich in farmhouse characteristics, are integrated into the regional materials for children's self-care ability, handicrafts, puzzles, and construction, so that the children can bathe in the local culture and, at the same time, develop independently and happily in the relaxed and free activity area through interaction with the environmental materials. In addition, we have created a picture book story, "Buddha's Hand Tea Sayings", which is suitable for young children, with the legend of Yongchun Buddha's Hand Tea as the main content. Through the reading and viewing of classroom materials, children can understand the origin of Yongchun Buddha's Hand Tea and the tea-making process. On the basis of this understanding, we have incorporated performance games for children to perform in Southern Fujianese, so that they can directly perceive and practically experience the charm of picture books.

Three, focus on the accumulation of curriculum content and innovation

In the folklore curriculum, we focus on the accumulation of information, each thematic activity predetermined, objectives, environment creation one by one record, as a first-hand information to accumulate, so as to draw on and use in future activities. Therefore, we especially support and encourage teachers to innovate on the basis of the original curriculum resources according to the developmental characteristics of the children in their classes, so as to enrich their contents, expand educational channels and diversify the forms of vernacular education.

Traditional forms of education are often limited to classroom teaching, the infiltration of vernacular culture requires children to experience the history and culture of their hometowns, and personally experience the local customs and local conditions, which requires us not to confine education to the classroom, but to expand the educational channels, for example: in the form of parent-child activities, parents are asked to take their children to visit the Yongchun paper weaving painting, to learn about the production process of paper weaving paintings and to understand the artistic value of paper weaving paintings, and to learn about the production process of paper weaving paintings, and to learn about the art value of paper weaving painting. For example, in the form of parent-child activities, parents are invited to take their children to visit Yongchun Paper Weaving Paintings to learn about the production process of paper weaving paintings and the artistic value of paper weaving paintings. Teachers' skillful question design in the activity stimulates children's active thinking, and through personal experience, they gain rich perceptual knowledge. In addition to moving the classroom outside the school, into the community, we also invited artists into the kindergarten, let them into the classroom, teaching children weaving paintings, basket weaving, singing Minnan song ...... looked at a group around the old grandpa basket weaving, singing Minnan song of the little guy smiled so happy, the teacher's heart more a part of the smooth and cozy. We know that only by expanding educational channels so that children can gain perceptual knowledge and emotional experience, can the local culture be passed on to the children.

So, let the local culture resources into the children's day life, broaden the children's horizons, enrich the children's experience, make up for the lack of kindergarten education resources, expand the content of the kindergarten curriculum, so that young children care about the society, understand their hometowns, pay attention to the development of their hometowns, and in the process of understanding the social life of the society, naturally, easily and happily into the society, from which experience a kind of social acceptance, The children will be able to experience a feeling of being accepted and valued by the society, and form a beautiful emotion towards their hometown.