Action Research On The Integration Of Twenty-four Solar Terms Into Kindergarten Pro-nature Activities

China's 24 solar terms is one of the outstanding representatives of Chinese traditional culture,known as China's "fifth invention",still full of vitality.In particular,since November 2016,the 24 solar terms have been officially listed in the UNESCO representative list of human intangible cultural heritage.The intrinsic value of the 24 solar terms has been attached great importance to by all sectors of society,while the research on the 24 solar terms in the field of preschool education is relatively blank.Based on the above background,the author carried out practical research to solve the 24 solar terms and children's Pro natural behavior problems.The research of this paper is aimed at such a research background,to study the 24 solar terms teaching program to promote children's Pro naturalness.In the process of this study,we mainly use the research methods of action research,supplemented by literature and interview.After understanding the cultural connotation of the 24 solar terms and the current situation in the pro nature activities in kindergartens,this paper explores the relationship between the 24 solar terms and children's Pro naturalness.The author mainly takes "winter solstice" solar term as an example,designs and implements educational activities combined with Pro nature theme activities,and puts forward reflection and suggestions at the end of the study.The results are summarized as follows1.In the aspect of the goal setting of educational activities,through the action research practice of this paper,it is found that teachers should take into account the core experience of theme activities and the embodiment of the pro nature value of solar terms when using the 24 solar terms for children's Pro nature education.Therefore,the goal can not be simply defined as the use of solar terms to let children understand nature,but should be through the creation of scenarios to let children deeply feel the changes brought about by solar terms,through the experience of scenarios to enhance their pro natural behavior.2.In terms of activity content,we should deeply explore the connotation of 24 solar terms,including not only the external natural labels such as customs and culture,natural changes,animal performance,but also the existing resources of the kindergarten.By creating situations,we can internalize the external natural resources and images into operable curriculum activity content.This requires teachers to screen the solar term culture properly before implementing activities,and pay attention to the accumulation of children's relevant life experience in normal education and teaching activities.3.In the process of organizing educational activities,we should follow children's own development,which is reflected in the suitability of content selection and teaching methods.In addition,teachers can organize and implement the contents of 24 solar terms not only in the origin of solar terms and natural phenomena,but also in the context of activities.