Twenty-four solar terms, which began in the beginning of spring and ended in severe cold, are not only time standards promulgated by governments in past dynasties, but also compasses guiding agricultural production and daily life. 2016165438+1October 30th, 24 solar terms were officially listed in UNESCO's Representative List of Intangible Cultural Heritage of Humanity.
Children are curious about the world around them and have an innate need to explore and learn. The core of the 24 solar terms activities is to stimulate children's interest in inquiry, experience the process of inquiry, stimulate children's learning instinct and help them contact China culture and history.
It is pointed out in the Guide that in the process of preschool education, we should constantly integrate into the traditional culture of China and cultivate children's patriotism and emotion. Therefore, we tap the educational value of the "24 solar terms" and apply it to the traditional culture education in kindergartens, which enriches children's experience, improves children's initiative in learning traditional culture and promotes the all-round development of children's learning.
Second, the practical path of the application of the twenty-four solar terms in our park at this stage
In line with children's life, the 24 solar terms will be integrated into a three-year comprehensive system course according to the age gradient, which will support children to feel the cultural charm and inherit the cultural essence in positive interaction.
(A) Layered decomposition, three-dimensional advancement-exploring the educational objectives and contents of the 24 solar terms.
Focusing on the concept of "scientific standardization, healthy growth, and opening a happy life", adhering to the garden motto of "Ming De Qi Zhi, courtesy and fraternity", and taking the curriculum system of "enlightening wisdom and infiltrating culture" as the educational goal, we will cultivate "healthy, happy, curious, civilized, polite, grateful and friendly Chinese children", and the specific activities will reflect "cognition, ability and emotion"
According to the seasonal changes of the 24 solar terms, combined with the characteristics and reality of pre-school education, using the scientific concept of children and education, we choose the 24 solar terms culture, select the educational content of the 24 solar terms suitable for the development of children in our park, and construct the curriculum content of the 24 solar terms, which is divided into four sections: "Spring Farming" and "Xia Chan Ming". The theme education activities are carried out in "Autumn Melody" and "Warm Sun in Winter", so that the content, education and theme are organically combined with recent children.
The course has a wide range of contents, and explores the world from the perspective of children with the "24 solar terms" as a telescope: plants and plant life cycles, weather and seasons, sun, earth and moon, body and health, bacteria and hygiene, temperature, ecology and environment, water cycle, agriculture and food, etc. Taking games as the basic activity, the education of the 24 solar terms will be infiltrated into children's daily life, and children will be supported and satisfied to the maximum extent to gain experience through direct perception, practical operation and personal experience.
(B) everywhere to play, often do-create a curriculum environment.
Creating the aesthetic feeling and atmosphere of solar terms, allowing children to be edified and infected in the solar terms environment, and allowing children to get happiness in the process of feeling and experiencing solar terms is conducive to children's better understanding of the essence and connotation of traditional culture. For example, the art works in solar terms activities are used to decorate classes and corridors, and teachers draw pictures of 24 solar terms to decorate corridors, thus creating a cultural atmosphere of solar terms.
(C) from shallow to deep, from near to far-optimizing the connotation of curriculum construction
1. One day's activities have incorporated 24 solar terms.
According to children's learning characteristics and learning ability, solar terms are fully integrated into one-day education to stimulate children's interest and enthusiasm in learning solar terms. For example, use the morning time to open a "one-on-one" small anchor radio station for children, and make an appointment for a child to carry out a "small broadcast" related to it on the day of the solar term; Add meals related to the 24 solar terms to the recipe, and children will learn about the eating customs of the 24 solar terms during the meal.
2. Respect children's age characteristics and guide them to experience, feel and express.
According to the age characteristics, it is divided into large, medium and small classes, and educational activities related to the 24 solar terms are carried out to support children to internalize their understanding of the solar terms in direct participation, experience and operation. Children in small classes mainly understand the climate characteristics of the 24 solar terms, taste traditional food activities and experience traditional folk games. For example, when tasting seasonal fruits in solar terms, an "egg-breaking" game is held in the long summer. On the basis of experience, the children in the middle class carry out art design, food production and planting experience activities. For example, Grain Rain season is the time when peonies are in full bloom, and it is a good time to appreciate peonies, lead children to appreciate peony flowers and carry out artistic activities; During my stay in Tomb-Sweeping Day, I carried out life experience room activities and became a youth league member. After investigation, interview, exploration and research, large-class children create and perform activities and appreciate ancient poems about solar terms. For example, enjoy proverbs or ancient poems about the vernal equinox and solar terms, carry out social practice investigation activities in the canopy season, investigate the customs and solar terms of the canopy in the community, and record them with simple symbols or paintings. The three grades will aim at the expression of children's physical and mental feelings after the experience. Infiltrating solar terms culture in daily education and activities will help children get the influence of solar terms culture and solar terms connotation in a subtle way, thus promoting their all-round development.
3. Solar terms culture in traditional festivals
Excavate the traditional festival solar terms culture, infiltrate the educational content of the twenty-four solar terms in kindergarten education, take the twenty-four solar terms as the core content and the traditional festivals in China as the main starting point, and infiltrate the knowledge of the twenty-four solar terms into children from all aspects to improve their cognition and understanding of traditional culture.
In spring, Tomb-Sweeping Day is both a solar term and a festival. Children not only learn about the relationship between Tomb-Sweeping Day and Tomb-Sweeping Day by appreciating the ancient poem "Tomb-Sweeping Day", but also learn about sports activities such as flying kites, swinging, cuju competitions, scientific and technological activities such as silkworm flower parties and beautiful buttonwood trees, as well as health activities such as Bao Qing Tuan and Qingming cold food.
In summer, taking the solar term of "awn seed" as the breakthrough point, combined with the traditional festival of Dragon Boat Festival "When the Dragon Boat Festival meets awn seed", various social activities and artistic activities are carried out. Carry out activities in the life experience room to pack zongzi, and carry out experiential holiday activities such as inserting mugwort leaves and weaving colored ropes. Feel the charm of the Dragon Boat Festival; Combining with the climate characteristics, harvesting wheat with children and using straw to carry out creative art activities have deepened children's understanding of traditional cultural festivals in China, and also made them feel the traditional solar terms culture subtly.
(D) * * * Family education, three-education linkage-broaden the way of sunshine education.
To effectively cultivate the core literacy of children's traditional culture, it is also necessary to give play to the important values of family education and community education, form a linkage of three educations, improve parents' understanding of traditional culture education, and extend it to family education to realize the complementary advantages of kindergarten education, family and community. Make use of the favorable educational resources in the surrounding environment, enrich the contents of solar terms education and broaden the ways of solar terms education. For example, invite "agricultural experts" (grandparents) into the classroom; When planting in Grain Rain, Xiaoman and Mang, invite local flower farmers and children to carry out planting activities together. Excavate and use parents' resources to expand children's learning time, space and materials.
(e) Two-way choice, respecting differences-exploring observable evaluation methods.
Teachers, children and parents are all the subjects of curriculum evaluation. The two-way selection, communication and coordination between evaluation subjects fully embodies people-oriented, respects individual differences and promotes the improvement of each child at the original level.
1. Subjective dimension of evaluation
Various evaluation forms can make the evaluation more scientific and reasonable. In addition to the evaluation form of teacher-child interaction, parents should also be mobilized to participate in the evaluation of the 24 solar terms activities, and at the same time, the evaluation between children should be collected in time during the activities, so as to make the forms of activity evaluation more diverse and judge the benefits and effects of children in the activities.
2. Content dimension of evaluation
According to the activity objectives of each solar term and age group, an evaluation scheme with children's interest, sensibility, exploration ability and inquiry ability as dimensions is formulated, and key teachers are organized to analyze the evaluation results at the end of the semester to pay attention to the dynamic development of children in activities and guide the design and improvement of the activity scheme.
Three. Assumption of future work
The cultivation of the core literacy of traditional culture is not achieved overnight. As educators, we should constantly study and reflect, and improve the ability and level of practicing traditional culture education. Adhere to the "children's perspective", in practice, combine training indicators with kindergarten-based courses, and combine educational means with modern teaching means to develop interesting and attractive "STEM" courses, enrich traditional cultural education strategies, optimize the construction of curriculum system, and let the seeds of promoting traditional culture take root in children.