How to utilize rural resources to carry out practical exploration of kindergarten theme activities

I. Background and significance of the research

Pre-school education, as the foundation of all education, has the core function of ensuring that every child adapts to the reality of society and grows up happily, but also to ensure that they adapt to and create the future society. So, what kind of people does the future society need? That is to say, it needs people with autonomy, initiative and creativity who have the spirit of inquiry. Nowadays, rural kindergartens are attracting much attention from the society, and the state is also vigorously supporting rural kindergartens. However, the funds and equipments of rural kindergartens are often not as sufficient as those of urban kindergartens, and the hardware and software of rural kindergarten parks are at a certain distance from those of urban kindergartens. However, rural children are as curious, inquisitive and inquisitive as urban children; they are lively and energetic and like to explore the world around them tirelessly. I believe that rural kindergartens want to better development, can use their own unique natural resources for young children's education, especially science education, which can not only cultivate young children's interest in scientific inquiry and the ability to use their hands and brains, cultivate young children's scientific qualities, as well as to enable young children to obtain a wider range of scientific experience and scientific methods, but also for the overall development of young children to lay a good foundation. So I chose this topic from the perspective of rural early childhood education in accordance with local conditions.

Our kindergarten is located in a rural area with vast resources, where there are different changes throughout the year, and crops blossom and bear fruit ...... to give children live teaching materials. Most of the children in the kindergarten are the descendants of farmers, they have a strong interest in rural agricultural production and farming activities, with the influence of the subtle and cumulative life experience, they are also initially equipped with a certain amount of agricultural production skills, such as digging pits, pointing beans and so on, we believe that the children are interested in the activities should be fully utilized and play, and to encourage them to observe the activities, operation, practice and master some scientific skills.

Second, the current situation of the subject of research analysis

Science education activities are not only to allow children to learn a lot of knowledge, but more importantly, to learn the process and methods of scientific research. China's famous educator Mr. Tao Xingzhi also said: "live countryside education to use the living environment, without the use of dead books." And put forward the slogan of "do middle school".

In 2001, the Ministry of Education issued the Outline of Guidance for Kindergarten Education (for Trial Implementation), put forward the scientific field of education: "Science education for young children is scientific enlightenment education, focusing on stimulating young children's interest in understanding and desire to explore; we should try to create the conditions for young children to participate in the actual exploration activities, so that they can feel the process of scientific inquiry and methods, experience the joy of discovery; science education should be closely linked to the early childhood, and should not be used as an educational tool for young children, but as an educational tool for young children. Science education should be closely linked to the actual life of young children, and utilize the things and phenomena around them as the objects of scientific exploration." In 2002, China launched the "Doing Middle School" science education research project, which explored early childhood science education and put forward appropriate concepts and teaching strategies, such as "taking the young child as the main body" and "inquiry-based learning," promoting the improvement of the quality of early childhood science education. This has promoted the improvement of the quality of early childhood science education. In recent years, some achievements have been made in the "Utilization of Rural Resources for Practicing Curriculum Standards" and the "Study on Utilizing the Advantages of Rural Resources to Carry Out Play Activities". In the study, the natural resources of the countryside are fully utilized to allow young children to experience and personally explore the skills of agricultural production and farming activities.

Three, the concept of the subject and the definition of the subject

(a) The core concept of the subject

1. Science activities: to stimulate young children's knowledge of the world around them, interest and desire to explore, so that they can experience the fun of exploration and discovery, and to feel the process and methods of acquiring scientific knowledge.

2. Kindergarten science activities: should be "guiding young children to take the initiative to explore the educational process". This "process" has two positive effects: one is to stimulate young children's enthusiasm, initiative and creativity, which is the cultivation of modern people should have the basic quality. The second is to stimulate young children's strong interest in scientific activities, develop young children's love of science.

3. Natural resources: refers to the peripheral resources close to our lives, is the natural world naturally occurring, not processed by mankind's resources of useful natural objects.

4. Rural natural resources: is closely related to our rural life, readily available all natural resources.

(2) Definition of the subject

"The use of rural natural resources to carry out kindergarten science inquiry activities in practice research" refers to the use of rural natural resources, from the interests of young children and the original knowledge and experience, select and develop young children's cognitive level of early childhood scientific activities suitable for different age groups. The content of early childhood science activities, so that young children through observation, exploration, recording, operation and other ways to experience the process of inquiry, stimulate interest in scientific investigation, to obtain new knowledge and experience, the formation and development of the initial ability to investigate and solve problems.

Four, the theoretical basis of the study

1. Piaget's theory of cognitive development also points out that "young children must discover and recognize the objective world through their own activities, and constantly construct and improve their own cognitive model". In the inquiry activities, encourage young children around a certain content of independent inquiry learning, according to their own existing knowledge and experience, to raise questions, and then solve problems.

2. Based on the theory of inquiry, we understand inquiry learning activities as a kind of learning activities with inquiry as the basic feature, early childhood inquiry learning activities is a kind of learning process centered on young children, creating a variety of ways for young children to let young children in their own original experience and knowledge structure, and actively guided by the teacher from the activities to explore the problem, find ways to solve the problem, and obtain new knowledge and experience. The learning process of acquiring new knowledge and experience. As long as the children through their own to investigate, communication, discussion, experimentation, personal experience of the experience are inquiry learning.

V. Objectives of the research

Using the favorable resources in rural areas, we will explore the content and methods of inquiry-based science education suitable for young children of different ages, stimulate young children's interest, let young children become the main body of the activity, actively perceive, experience and comprehend various scientific knowledge, cultivate a sense of creativity in exploring and discovering, build up new knowledge and experience, form scientific concepts, and initially develop the ability to explore and solve problems, as well as the ability to learn and learn.

At the same time, in the process of utilizing rural natural resources for the cultivation of young children's interest in exploratory science enlightenment, the kindergarten's characteristics are formed, and a new garden-based curriculum is constructed, which promotes the kindergarten's development and improves the kindergarten's quality of teaching and learning.

Sixth, the content of the research

(1) to explore the investigation of the current situation of science of young children in the second central kindergarten in Zhewang Township;

(2) the development and utilization of rural natural resources;

(3) the design of kindergarten science activities;

(4) the use of rural natural resources to cultivate the interest of young children's scientific enquiry strategy.

Taking the spirit of the new "Outline" as a guide, based on the interests, needs and existing knowledge and experience of young children, combined with the actual situation of the school, develop and select the content of science activities suitable for the cognitive level of children of all ages, design activity programs, tap the content of the activities of young children's day-to-day life, and form a series of early childhood science education activities, and gradually construct a chapter of characteristics of science activities

Seven, the subject of Research methods

1. Questionnaire method: the beginning of the study, through a questionnaire survey, measurement and evaluation of the second center kindergarten in Zhewang Town, 3-6 years old children on the status of scientific literacy survey.

2. Observation method: on the one hand, the individual young children in science activities, observation, tracking research and summarization, on the other hand, the design of science activities for the garden-based teaching and research-style case study.

3. Literature method: review domestic and international literature on early childhood science education and inquiry-based learning, and regularly organize the study of the members of the group to improve the theoretical level and update the concept of education in order to further guide the practice.

4. Summarization of experience method: on the basis of accumulating a large amount of research data, timely summarization, reflection, refinement, and revision of their own educational theories, to implement the spirit of the "Outline" and the "Guidelines", and gradually rise from practice to theory, to explore the laws of the rural early childhood inquiry-type science enlightenment education.

5. Action research method: adopt the method of practical research to track and observe the performance of children in the activities, constantly revise the plan and conduct research again.

Eight, the object and time of the subject research

Research object: all the children in the second center kindergarten of Zhewang Town

Research time: June 2014 - June 2016

Nine, the subject of the steps of the research

(a) Preparation stage: ( June 2014 - February 2015)

1. According to the actual, determine the content of the study, set up a subject group, clear division of labor.

2. Investigation of the current situation of science for young children in the second central kindergarten of Zhewang Town.

3. Gather information and develop a research program for the subject.

(II) Implementation stage: (March 2015-February 2016)

1. Develop a specific and feasible research plan and start implementing it according to the plan.

2. Regularly convene monthly seminars on the subject to adjust the research program in a timely manner.

3. Accumulate materials, write relevant kindergarten science activity design and the use of rural natural resources to cultivate young children's interest in scientific inquiry strategy.

4. Completing papers on related research.