Kindergarten traditional culture room system

Traditional culture in kindergartens. Creating a traditional cultural atmosphere with rich audio-visual environment "Outline" points out: "The environment is an important educational resource, and children's development should be effectively promoted through the creation and utilization of the environment." The environment can be described as a child's third teacher. Influenced by the traditional cultural environment, children can intuitively feel the different manifestations of traditional culture through interaction with the environment. (A) the use of traditional cultural elements for kindergarten culture can be used in kindergarten construction in China traditional architectural style. For example, the outdoor leisure area will be built into a Chinese garden, so that children can appreciate the characteristics of traditional gardens in China. Interior decoration can also learn from Chinese style. For example, the ceiling of the children's activity area is hung with Chinese window lattice, which is not only beautiful, but also can hang the works of art by teachers and children. The children's activity area can be equipped with facilities and equipment with China traditional culture colors, such as goldfish, rattan chairs, kites, tea sets, bamboo and wood screens, Chinese lockers, small bonsai, bamboo and horse rocking chairs, pen and ink inkstones, folding fans, etc. These items can not only convey national cultural information, but also be used by children in life or games. Of course, in the process of creating the environment, it is necessary to invite professionals to carry out the overall design, pay attention to the clever reference or transformation of traditional architectural styles, and make them more in line with children's psychology; We should also pay attention to the coordination and transformation between tradition and modernity, Chinese style and western style, and avoid destroying the cultural harmony of the park in order to highlight tradition. (2) Choose materials that reflect traditional cultural characteristics to decorate the public environment. Kindergartens can choose some materials, pictures and objects that can reflect traditional cultural characteristics and display them in public environment. For example, in public areas of kindergartens, such as stairs, aisles and corridors, calendars, pictorial, photos and fans printed with traditional Chinese paintings, calligraphy, ancient cultural landscapes, folk artifacts and folk activities will be posted or hung. Handicrafts and utensils with China characteristics can only be seen in the corners of corridors or on stairs, window sills and antique shelves. Teachers, children and parents can enjoy it at will when passing by. These pictures and objects will be changed every month, which not only creates an atmosphere of traditional culture, but also provides teachers, children and parents with teaching materials to understand traditional culture. Over the past few years, children can learn a lot of common sense of traditional culture by watching these pictures and objects, and form a preliminary perceptual cognition of the charm of China traditional culture. (3) Using phonetic materials to create an auditory environment Traditional cultural education can use auditory music and language in addition to visual pictures and objects. We arrange for children to play folk songs or folk music at various times in daily life to create an auditory environment. For example, in children's morning sports and outdoor activities, children's folk songs that are cheerful and rhythmic or sung or spoken, as well as cheerful, festive and interesting folk music; Play slow and beautiful folk music when children eat, choose activities, fall asleep and get up after a nap. These songs are usually changed once every two months, and each set is about 20 songs. It should be noted that in this link, music or language is only the background, aiming at putting children in a stronger traditional cultural atmosphere through the creation of auditory environment. Neither music nor nursery rhymes can force children to learn anything, especially they are not required to recite a few nursery rhymes. For example, some children are interested in rhythmic recitation, so they can stop the main activities and listen attentively to the speaker. Some children never pay attention to these sounds, but this does not prevent the same sounds from leaving traces in his brain after two months of repetition. This practice is to form a similar "imprint" effect on children through the environment. (4) Using community resources to carry out traditional culture education Under the requirements of rich and vivid preschool education courses, preschool education must go to the community, especially traditional culture education. Many traditional cultures still exist in our lives in various forms. For example, Tianhe Park, which is adjacent to Guangzhou Tianhe Experimental Kindergarten, includes Yue Hui Garden, which won the first prize of the World Garden Expo, Yuexiu Garden, an exquisite Lingnan Garden which won the prize in Japan, and the solemn Deng Shichang Crown Tomb. Kindergartens use these resources to educate children on folk culture such as garden art, architectural art, calligraphy art, couplet art, sculpture art, bonsai art, memorial service and harvest celebration. Generally speaking, the neighborhoods and towns where kindergartens are located often have local snack bars or snack streets, folk handicraft shops, museums, art galleries, memorial halls and ancestral temples. These are places where teachers and children visit and learn traditional culture. In addition, some communities or businesses arrange various entertainment and commemorative activities with folk characteristics before traditional festivals, and adults can take their children to participate in suitable projects. Some parents' jobs are related to traditional culture, such as Chinese painting artists, traditional craftsmen, traditional musical instruments players, Cantonese chefs and so on. Kindergarten can organize teachers and children to visit the workplace, or invite parents to enter the park to carry out related activities. In short, community resources have expanded a broader space for traditional culture and education, so we should attach importance to and make good use of them. Second, take traditional festivals as the carrier to carry out hierarchical theme activities. China's long-standing culture has given birth to colorful traditional festivals, which is an important part of China's traditional culture. On holidays, traditional folk customs have a strong atmosphere and rich activities, which are deeply loved by children. This provides favorable social conditions for kindergartens to carry out theme activities with festivals as the carrier. Therefore, traditional culture education based on festivals has become the knowledge of preschool teachers. According to the age characteristics of children, knot

According to local customs, choose festivals that can carry out theme activities, including Spring Festival-Lantern Festival, Tomb-Sweeping Day, Dragon Boat Festival, Mid-Autumn Festival and Double Ninth Festival. The most solemn Spring Festival is in children's winter vacation, and the Lantern Festival can be an extension of the Spring Festival, so we often link these two festivals and carry out themed activities. (1) Highlight the hierarchy of festival activities. Children will have to spend the same festivals in the park for several years. How do these festivals embody their characteristics and stimulate children's interest? Teachers have different overall goals for children of different ages, and the content and form of theme activities chosen according to the actual situation of children are also different, so that children can feel innovative and be willing to participate in every festival. For example, small class children focus on the feeling of holiday atmosphere and the participation of typical holiday activities, middle class children focus on the experience and preliminary understanding of holiday connotation, and large class children focus on the understanding of holiday development process and the display and enrichment of holiday activities. According to children's interests, abilities, life experiences, class resources and other factors, the time for each class to carry out holiday theme activities can be long or short. For two months, for example, children in large classes enter the preparation stage of the Spring Festival after New Year's Day, and start a one-month theme activity of "Celebrating the Spring Festival and the Lantern Festival" after school starts; Short may be just a small theme activity a week before and after the festival, or even just a "festival-like" activity on the day of the festival. (2) Pay attention to the construction of "Festival" curriculum. The "Festival" course can be regarded as a work of the whole park. Our main methods are as follows: the kindergarten business director collects relevant information half a month before the festival and puts it on the teacher's "office platform" to remind the teacher to design the holiday theme activity plan; One to two weeks before the festival, the art teacher will arrange the corresponding public environment to create a festive atmosphere for the whole park; Each class carries out theme activities for a period of time before and after the festival, and teachers and students decorate the class environment with activity works; On the day of the festival or the day before, the kitchen provides "seasonal" food two or three times; Parks or level groups organize large-scale festivals with teachers, children and even parents as needed. In the "Festival" course, parents' participation and support is particularly important. First of all, parents need to create good conditions to help their children accumulate real holiday experience. The main traditional festivals are finally spent by parents with their children at home. How families celebrate festivals directly affects children's real experience and experience accumulation, as well as their understanding of the connotation of festivals, which in turn affects the development of theme activities. Second, parents need to collect graphic materials during festivals. Third, parents need to participate in parent-child activities. Fourth, parents, especially grandparents, are needed as teaching assistants to demonstrate or explain some traditional customs about festivals for children. Parents are infected and motivated by participating in festivals organized by kindergartens. Colorful festival activities make them feel the significance and value of traditional culture and education to children, and have a deeper understanding and recognition of traditional culture and education, and then turn it into behavioral support. Thirdly, traditional culture and education should be organically infiltrated into daily activities. "One-day life in kindergarten is a course", and traditional cultural education can also penetrate into many links of children's one-day activities or routine activities. (1) permeates traditional culture and education into many aspects of children's daily activities, and is an outstanding representative of traditional language and art in China. Children are generally sensitive and interested in rhythmic and rhyming languages. Therefore, it is feasible to choose four five-character or seven-character ancient poems related to children's life experiences to guide children to appreciate and understand them. For example, we designed the activity of "Poetry of the Week": at the flag-raising ceremony on Mondays, the business director chooses an ancient poem according to solar terms, festivals or seasonal changes and corresponding events. And recited by a teacher with a high reading level, leading all teachers and students to read it once or twice to explain the background and meaning of the poem; Teachers in each class set up a corner of "Poetry of the Week" in the reading area (or language area) of the children's activity room, and put pictures, words, audio-visual and other materials related to ancient poetry into it; Teachers make use of different aspects of children's daily life in the park many times in a week, and combine multimedia teaching software to teach children to recite poems, read commonly used Chinese characters in poems as a whole, appreciate the artistic conception and pictures expressed in poems, and introduce stories related to poems or poets; Kindergarten publishes "Weekly Poetry" through the home contact platform. Parents can communicate randomly at home according to their children's interests and attention, or they can supplement their children with relevant background knowledge. What needs to be emphasized is that the activity of "Poetry Every Monday" is mainly to let children feel the aesthetic and linguistic features of ancient poems and understand the relevant traditional cultural information, and does not require any children to recite a few ancient poems or know how many Chinese characters. (2) Infiltrate traditional cultural education courses and teaching in a flexible way. For example, in some transitional links such as before meals and before leaving the garden, teachers can choose some idiom stories, folklore and fairy tales to tell their children, or play animated short films of such stories, videos of traditional cross talk and storytelling with the help of multimedia; When walking, the teacher leads the children to watch the traditional cultural environment in the park; Combine traditional festivals, put folk game materials suitable for children of the corresponding age in outdoor games and regional games, and children can also participate enthusiastically; Before middle school students learn to eat with chopsticks, teachers can explain the traditional customs related to eating around chopsticks; Every year, at the graduation ceremony of large classes or other major cultural performances, two "Chinese style" programs are arranged, such as teachers' folk music performance, parent-child national costume performance, traditional story performance, parents' opera performance, teachers' and students' ancient poetry rap or performance singing, and martial arts performance. (C) the choice of appropriate teaching materials for the teaching of traditional culture

In the process of traditional culture education, children may be interested in some subjects and have a strong curiosity. In this case, it is an essential way for traditional culture education to choose appropriate content in five major educational fields and carry out corresponding teaching activities in addition to theme inquiry activities. Chinese textbooks include ancient poems, nursery rhymes, myths and legends, historical stories and so on. Music teaching is mainly about the study and appreciation of Guangdong folk children's songs and lullabies, the appreciation of famous traditional music songs, and a small amount of Cantonese opera and Beijing opera. Art teaching includes the appreciation of traditional art works and handicrafts, and the creation attempt of traditional art forms; Sports activities are mainly about learning traditional sports games and using them flexibly. In traditional cultural activities, the contents of various disciplines can penetrate each other, and the boundaries are not particularly clear, which is different from the discipline teaching in the strict sense. For example, to create Chinese paintings after appreciating ancient poems, or to appreciate Chinese paintings with poems, is to combine language teaching and art teaching and penetrate each other. This way can help children better understand the artistic beauty of ancient poetry and the characteristics of "painting in poetry and poetry in painting". China's traditional culture is the crystallization of Chinese civilization for thousands of years. It has a long history, extensive knowledge, diverse types and distinctive features. But with the development of the times, some contents in traditional culture undoubtedly have the limitations of the times, and some even run counter to modern science. Therefore, not all traditional cultures have the meaning of inheritance. Preschool teachers should know how to choose traditional cultural education. In the content and form of education, we should combine the characteristics and reality of preschool education and be good at choosing traditional culture with scientific views on children, education and values.