Keywords: local resources of rural kindergartens
Local resources mainly refer to the natural and cultural ecological resources where the school is located, including local geography, local nature, folk art, folk customs, local history and production and life experience. These resources are rich in local customs and children are very familiar with them. They are rare educational resources for kindergartens. The outline also clearly requires that kindergartens should "make full use of the natural environment and community education resources to expand children's living and learning space".
Our garden is a central kindergarten located in the countryside, with hills, Woods, rivers, vegetable gardens and orchards, as well as some rich folk culture, simple folk customs and kind homesickness. This particular geographical environment contains abundant educational resources, which are inexhaustible, and it is a big classroom for children to live, study and play. Then, how to carefully select the local resources with educational value that can arouse children's interest in inquiry, germinate their aesthetic will and promote their ability development, so as to effectively improve the quality of rural kindergarten education and open the golden key to rural children's potential?
First, make clever use of local resources in natural environment and community environment.
(A) fully tap the educational value of the natural environment
Mr. Chen Heqin pointed out: "Nature and society are the main sources of knowledge." Nature is a true and rich encyclopedia, which contains great educational wealth. It shows concrete, vivid and vivid learning contents to children, and provides a natural place for children to gain perceptual knowledge of the world. Going out of kindergarten and going to nature is a practical step to tap natural education resources.
Mr. Tao Xingzhi put forward that "living rural education should use living environment, not dead books". The environment is a silent stimulus for children. Children construct knowledge and experience through interaction with the environment, which is the primary condition for children's development. There are many unique natural environments in rural areas, which are textbooks given by nature to rural children and things that children are familiar with and willing to accept. The outline also points out that the environment is an important educational resource, and it is necessary to make full use of the natural environment and community educational resources to expand children's living and learning space. In spring, lead children to see green rice in the field, observe pink peach blossoms in the mountains and catch tadpoles in the river; In autumn, lead children to visit the farmer's autumn harvest site, so that children can feel that every grain is hard; In summer, I take my children to play with sand, play with water guns, have a water fight in the stream, and learn skills through "playing".
In the process of observing children's games, we found that children prefer to play games in the natural environment rather than indoor games. Therefore, we lead children to nature, and fields and Woods have become the best places for children to play. There is an empty vegetable field next to the kindergarten. Whenever it is late summer and early autumn, it becomes a "treasure land" for playing games. Some children are playing a doll's house game. They use melon leaves as plates, melons as food, and hollowed melons as rice bowls. Some children weave straw hats with melons and vines, and some chase games around the melon shed. Children play games in natural and interesting situations, have immersive experiences, expand their imagination and further develop their imagination and creativity. At the same time, nature can cultivate children's beautiful sentiments and sprout children's feelings of loving nature and hometown.
(B) make full use of the educational value of community resources
The "Guidelines for Kindergarten Education" points out that kindergartens should "make full use of social resources, guide children to truly feel the richness and Excellence of the motherland's culture, feel the changes and development of their hometown, and stimulate their feelings of loving their hometown." Vegetable base near kindergarten, pig farm, Yinlu Group, street construction of a small town in Xinwei, and dried bean curd in Dongling, Xinwei are all our rich community resources. We regularly organize children to visit vegetable bases to learn about the growth process of various vegetables and the hardships of farmers, so as to know more about cherishing food; By showing the children around the production workshop of Yinlu Group, they not only learned about the food production process, but also felt the hard work of the workers. We also contacted the well-known local Dongling dried bean curd processing factory, and led the children to visit the whole process of dried bean curd processing, so that the children could understand the production process of dried bean curd and appreciate the hard work of the workers. In addition, we also organize children to visit Jianjie, a small town in Xinxu, so that children can observe the changes in their hometown with immature eyes and have a good feeling of loving their hometown.
The clarinet performance of Guzhai Primary School has become the "business card" of Xinxu folk culture, which is praised by the outside world. It is adapted from Minnan nursery rhymes in rural life, showing the innocence of children. Our garden is paired with Guzhai Primary School, and clarinet teachers are invited to our garden regularly to give lessons and perform for children in interested classes. The "Xinxusao" choir in our town is the first rural women's choir with original Minnan dialect in China. They interpret the most remote and local original Minnan folk songs with the beautiful voice like a clear spring, and show the Minnan cultural elegance in various competitions. We make full use of this valuable community resource, organize children to visit their rehearsals and performances, and invite teachers who sing in the choir to teach children to sing in kindergartens, so that children can personally feel the beauty and ancient charm of Minnan culture! They have sprouted feelings of loving their hometown and life.
Second, make use of natural materials in local resources.
In addition to enriching children's knowledge and experience in the vast nature, it is also extremely important for rural kindergartens to use local materials and make full use of natural materials. Therefore, we make full use of every opportunity of walking and visiting to guide children to pick up some natural objects, such as various soils, sand grains with different thicknesses, stones with different shapes, pine cones, bark and dried leaves. And by guiding children to process themselves, they become beautiful and practical game toys, such as guiding children to make chess pieces with various stones, drawing on stones and building houses with stones; Pruning and pasting the collected pinecones, leaves and petals into various animal patterns; Weave dogs, mice and straw hats with "green bristlegrass"; Small animals and clay figurines; Use sorghum stalks to make glasses and small planes; The straw is tied into handfuls, and the scarecrow is lifelike; Creative use of these local resources and materials, such as swings made of wild vines and several boards, has brought great sense of accomplishment and endless fun to children and become their favorite game equipment.
There are a lot of waste materials in the countryside. As long as it is safe and hygienic, we will collect and make it together with children to make up for the shortcomings of game toys, such as braiding with packaging bags, sticking rags on yogurt bottles as small darts, making sandbags with rags and making plum blossom piles with cans. In the process of making, children not only developed their hands-on ability, experienced the fruits of their own labor, but also gradually improved their ability to substitute things for things, such as playing house games, where children built a stove with two broken bricks and a tile, used sand as rice, used pine needles as noodles, used branches as chopsticks, used leaves as bowls and spoons, and used mud to knead dolls as babies and babies. These open game materials greatly promote the development of children's creative ability, enrich their imagination and give full play to their enthusiasm and initiative in participating in games.
Third, make good use of local folk cultural resources.
The World Declaration on Comprehensive Education points out: "Teachers should realize that traditional knowledge and local cultural heritage in rural areas have fixed value and utility and can promote development. Traditional folk culture is a profound accumulation created by our people with their hands and hearts for thousands of years, which deeply embodies people's life feelings and ideals. It is of great educational significance to carry out traditional folk culture education in kindergartens.
The "breast-beating dance" in Jinshou Village of our town is well-known and is one of the most representative folk dances in Fujian Province. It has been included in the intangible cultural heritage of Fujian Province. They are all farmers who grow vegetables, and their original performances make people feel the charm of Minnan dance. We invited the head of the Breastthumping Dance Troupe to our garden to give art lessons to the children. The unique Tik Tok movements, beautiful songs in Minnan, and the innocent expressions of the children are vivid, interesting and humorous, which is very practical for the children.
The unique folk customs in rural areas are also educational resources that our rural kindergartens can use. By leading children to visit the village, they can feel the local folk customs by "seeing, learning and doing", such as organizing children to participate in "Bo Cake" activities in the community during the Mid-Autumn Festival; The Lantern Festival organizes children to watch dragon and lion dances, visit lanterns and make Lantern Festival in the street. Dragon Boat Festival organizes children to study in jiaozi at home in advance; On the special "Feudal Day" in the countryside, there will be great dramas in the village, such as Gaojia Opera, Gezi Opera and Puppet Show. We will organize children to watch in the village to pave the way for children to play role games. Children live in such a colorful and simple humanistic environment, which deepens their love for local culture, is influenced by folk traditional culture since childhood, enjoys the happiness brought by folk traditional culture, and lays a good foundation for inheriting excellent national cultural traditions.
Fourth, use parents' educational resources wisely.
It is clearly pointed out in the outline that family and kindergarten are the two major environments for children's development. Parents' educational concept and knowledge structure play an irreplaceable role in kindergarten education and children's development. With the development of economy and the process of urbanization, the educational concept of rural parents is constantly changing, and the training objectives are also quietly changing. Parents' different occupations and different knowledge are important educational resources for kindergartens. Therefore, giving full play to the role of parents' educational resources can play a multiplier role for our educational activities.
When studying folk games, we realize that most rural parents spent their childhood playing folk games, which provides rich educational resources for our kindergarten to carry out folk games. Through parent-teacher conferences, home visits and other channels, we consult and sort out folk game materials with parents, so that parents can play folk games with their children at home, and then let their children bring the games into kindergarten to play with other children. Parents are also invited to enter the classroom as members and play games with their children to stimulate their interest in folk games and form mutual teaching interaction. In this way, parents, teachers and family kindergartens will have a common topic and enhance the connection between their homes.
For example, some games need professional roles such as "builder" and "carpenter", so we invite parents who are builders and carpenters to teach children in kindergartens, and theme games such as "earth play workshop" and "wood fun workshop" naturally emerge as the times require. In the small wooden workshop, the children became carpenters, making cars, building blocks, nailing wood, cutting wood, and so on. The children's thinking and hands-on ability are all there. In addition, we also held a contest of folk stories and nursery rhymes in Minnan, and invited the children's grandparents to tell stories in kindergarten. The classic folk stories and nursery rhymes in Minnan such as Snail Girl, Tiger Aunt and Roasted Dumplings were catchy, and the children felt humorous and interesting in Minnan. The intervention of parents' resources makes the teaching activities in our kindergarten glow with unparalleled brilliance.
The local educational resources are very extensive and rich; It is a fertile soil and an inexhaustible gold mine, and its educational value is everywhere. As long as we rural preschool teachers boldly try and explore, we can find a localized education model that suits us, so that rural children can plunge into the "fertile soil" of educational resources in their hometown, appreciate and know local resources from an early age, and deeply melt into their hearts and bloom.