How to Develop China Traditional Culture Education in Kindergartens

/kloc-In the middle of 0/9th century, the modern preschool education in China began with the introduction of western preschool education, and this tradition has continued to this day, and it is showing a strong development momentum. At the same time, China's traditional preschool education thought is declining, especially the traditional cultural and moral education in kindergartens is decreasing. Faced with this situation, it is necessary to explore an effective way to combine modern preschool education with traditional cultural and moral education, and then organically integrate modern educational concepts and contents with traditional cultural and moral education, so that children can live a happy and lifelong childhood.

First, kindergartens to carry out traditional moral education methods

(A) the diversification of traditional moral education

Children's daily activities are diverse and rich in content, and each link contains the content of moral education, which is the best form of education for children. [1] During the day's activities, teachers can guide children to start with small things in life and develop good qualities and behaviors such as order, obedience, cooperation, humility, courtesy and economy, such as educating children to love cleanliness, care for toys and public property, care for the public environment, care for food and know how to cooperate and be humble in daily life. Learn common sense of etiquette in the game, cultivate rule awareness and good habits of obeying rules.

(B) the theme of traditional moral education

Traditional culture contains rich educational resources. Integrating traditional culture into kindergarten curriculum is not only the preservation, inheritance and development of national culture, but also the enrichment of kindergarten curriculum resources. At the same time, traditional culture plays a positive role in promoting children's comprehensive and harmonious development in physique, cognition, emotion, personality and sociality. [2] Combining children's traditional education with modern theme teaching, through the implementation of educational activities in various fields, children's understanding of China's traditional culture can be strengthened. For example, in the theme teaching of "I love my hometown", the activities of "fragrant zongzi" in the middle class let children know the origin of the Dragon Boat Festival by tasting zongzi and learning to make sachets. In the process of learning about the Dragon Boat Festival, children also established a sense of national pride and learned Qu Yuan's patriotism.

(C) Festival traditional moral education

When various festivals come, while emphasizing "daily education", kindergartens can also organize traditional festival celebrations around traditional festivals such as Mid-Autumn Festival and Dragon Boat Festival. In this kind of activities, teachers should pay attention to let children actively participate in activities and experience the happiness of festivals. At the same time, they should pay special attention to taking various ways to let children know the origin of these festivals, and then understand their cultural connotations. For example, they can ask their children to go home and take the initiative to find information related to these festivals and mobilize their parents to participate. Then teachers and children share the traditional festival culture and experience the happiness of traditional festivals. Through these activities, children learn about the characteristics and customs of traditional culture while experiencing the fun of festivals. [3]

(D) the characteristics of traditional moral education

Traditional kindergarten education has various forms and rich contents. If we can combine regional culture, carry out morning exercises with local folk customs and China cultural characteristics, and integrate China's poems and national music into children's rhythmic exercises, it will not only be deeply loved by children, but also cultivate their sentiment. Traditional children's toys and games are interesting to teach and knowledgeable to play. For example, "99 Cold Relief Map" is a plaything, but it can also let children practice painting; Doing puzzles and playing chess are not only recreational activities, but also can train children's intelligence. There are also many lyrics sung in the game, which reflect the agricultural season, crop growth, rural life and other phenomena from different angles, and can give children intellectual inspiration. In this process, teachers can also gradually cultivate children's spiritual temperament of diligence, courage, firmness and hardship. [4]

Second, the promotion strategy of traditional moral education in kindergartens

The development of modern society emphasizes people-oriented, and attaches importance to the development of personality, competition awareness and innovation ability. With the continuous progress of social economy, people's ideas and understanding should also develop. Traditional moral education in kindergartens is not static, but should be combined with modern preschool education concepts according to the requirements of the times to enhance the value of traditional moral education.

(1) Learn to cooperate and share in communication.

Traditional moral and cultural education does not pay enough attention to cooperation and sharing, while modern early childhood education advocates cultivating children's awareness and behavior of autonomy, cooperation and sharing from an early age. Therefore, kindergartens should provide broad and free communication space for children, so that children can participate voluntarily, choose independently and move freely in regional activities. Only on a voluntary basis can children find common language and fun and have communication and cooperation. Therefore, kindergartens should provide opportunities for children to actively learn to deal with interpersonal relationships and solve contradictions and disputes, and enhance their ability to cooperate with peers.

(2) Publicize personality and allow questions.

Traditional moral and cultural education advocates that the younger generation obeys the elders, the students obey the teachers, and the subordinates obey the superiors, while the modern educational concept advocates that children should learn to distinguish right from wrong at an early age, be able to express their opinions and opinions boldly, have their own independent thinking, and dare to safeguard their dignity and protect their self-esteem. Therefore, kindergartens can publicize the correct educational methods through parent-teacher conferences, parents' gardens and other forms, and guide parents to create a relaxed, equal and harmonious growth environment for their children, so that children can get along with their parents on an equal footing and become close friends of their parents. At the same time, children are allowed to question the requirements and practices of their elders and dare to stick to their correct ideas.

(3) Explore learning and encourage innovation.

Traditional moral and cultural education advocates inheritance and attaches importance to the ancient people's understanding and views on things. However, with the development of society, the world needs innovative talents, and the goal of quality education is to cultivate independent and innovative students. Therefore, kindergartens should give full play to the leading role of teachers, encourage young children to find various ways, try various methods and affirm their creative ideas and practices. In teaching, teachers should provide children with rich operating materials, so that children can discover learning and explore knowledge in operation, and cultivate their creativity by posing, talking, thinking and trying.

Third, let the family become a place where traditional moral education and modern educational concepts can be effectively combined.

Family is an important place for children's life and has a great influence on the formation of children's good moral character. Therefore, kindergartens should make full use of family, an important educational resource, and effectively combine traditional moral education with family education, so as to promote the joint efforts of kindergartens and families and improve the quality of children's moral education.

(A) to strengthen family communication and exchanges

Family is an important place for children to acquire moral concepts, and traditional moral and cultural education exists more in the family. Therefore, kindergartens should first establish a home communication and interaction mechanism, actively communicate with parents, and use interviews, telephone calls, parent-teacher conferences, parent committees and other ways and forms to reflect the moral development of children in the park in time and understand the moral performance of children at home. Teachers can also use the parents' garden to introduce parents to the correct methods of tutoring, so as to avoid the unscientific elements in traditional moral culture from adversely affecting their children's families.

(2) Actively encourage parents to set an example.

Practice shows that the root cause of problems in children may be parents. If some parents usually pay great attention to educating their children not to waste food, throw peels, scraps of paper and spit everywhere. But I can't do it myself, and I am often seen and pointed out by children. This will give children a bad impression that adults are dishonest and their requirements are not uniform with others, and children will also doubt whether there is a unified standard for morality itself, which is the biggest deviation of moral education. Therefore, parents should first do well what their children are asked to do and set a good example for their children. In order to improve parents' educational literacy and level, kindergartens can hold special parent schools, invite preschool education experts and experienced teachers to teach regularly, and encourage parents to learn and use correct counseling methods.

(C) Choose a suitable family cooperative education mode

Children are limited by their own cognitive development level and are not interested in things beyond their own experience. Therefore, when combining traditional moral culture education with modern preschool education concept, we must carry out educational activities according to the law of preschool moral development. First of all, you can contact the community and fully mobilize community resources. For example, children and grandparents in the community can perform programs together, and you can carry out education on respecting the elderly. Parents and teachers set a good example for children, and the community should also do a good job of coordination and cultivate children's good moral cultivation from an early age. Secondly, we can combine the work of parents of young children to create teaching activities such as "Mom and Dad have worked hard". Through the participation of mom and dad, children can experience the hardships of mom and dad in practice and learn to be filial to mom and dad.

In short, moral education in kindergartens should first be based on children's familiar experiences and cultural backgrounds. The traditional moral and cultural background provides a natural soil for kindergarten moral education, which is beneficial for children to acquire moral concepts and moral experience through edification. However, only relying on traditional moral education, the effect of kindergarten moral education will not be obvious, and it is difficult to adapt to the needs of modern society, such as advocating competition and paying attention to individual initiative and other basic concepts of modern social survival and development. Therefore, the traditional moral education in kindergartens can't take the old road, but must integrate the contents, methods and ideas of traditional moral education with the modern preschool education concept, so as to enhance the traditional moral education. On this basis, children's moral education will play its due role and produce good educational results.