Research Of The Folk Culture Curriculum In Pre-school Education

The folk culture is "a life culture with a universal mode", an ancient and living culture that has been passed billions of years and a cultural living fossil. It is the root of human culture and spiritual home of people. It plays an important role in cultivating and developing of human beings."People's life surrounded by customs as same as the way fishes live in water." Children live in the specific environment of folk culture, which exists in children's life by the ways that they delighted to see and hear. The folk culture is contained and carried by the richness and extensive of people, things, objects, as well as continuous or non-continuous process and context link to these people, things and objects in children's world.Taking the literature method, investigation method and case study method as the main research methods, this thesis has studied the connotation, characteristics, values, goals, contents, implementation and evaluation of the folk culture curriculum of pre-school education. The folk culture curriculum of pre-school education is combined, organizational and beneficial educational experience under reasonable and appropriate selection, which in line with the needs of pre-school children, bases mainly on the excellent folk culture in which the pre-school children live, takes the other nation or region's good folk culture into consideration, as well as follows the demands of the pre-school children's living world and healthy growth. The folk culture curriculum of pre-school education has its own internal and external characteristics; its internal characteristics are existence, inheritance, integration, coexistence and openness; the external characteristics are nationality, localness, situation, dynamic and diversity. Among them, the existence and inheritance are the internal essential characteristics; meanwhile, the nationality and localness are the remarkable external features. The value of the folk culture curriculum of pre-school education is mainly represented in the following aspects:the development of children's individual, society and culture. It plays a very important role to promote the balanced development of child physically and mentally, such as developing awareness of cultural tolerance, cultivating diversity thinking abilities, enhancing national cohesion, promoting cultural and national identity, improving children's intellectual and sociality development, obtaining wisdom of survival, experiencing the fun and meaning of lives and life, and etc. Also it helps the development of whole society, for instance it develop and expand the national spirit, inherit and develop folk culture, maintain cultural diversity, pursuit equality of culture, yearn for social justice, promote social harmony, pursuit harmonious coexistence and protect human living environment, and etc.The concept of the folk culture curriculum of pre-school education upholds the real educational environment, bases on the purport of child development and relies on the children's cultural background, in the lives of children, acquiring beneficial educational experience through educational scenes where children presented, the folk culture curriculum of pre-school education reflects the respect for the circumstantial knowledge, shifting children from the abstract, universal, value-free knowledge to the specific, circumstantial, and value-concerned knowledge, seeking the common and shared experience of human. In a given natural and cultural environment, it combined the universality with circumstantial knowledge, letting it freely fly in the world of science and humanities, and in the world of life and disciplines, experiencing life, improving the living, enjoying life and pursuing the meaning of life in the constantly developed human life culture atmosphere, realizing steady development and surpass of people, the folk culture curriculum of pre-school education also regard children as an active individual, respect the active role they played in the development of themselves, take children as active explorers and builders, achieving overall harmonious development in the physical, mental, emotional, intellectual, will, and other aspects. At the same time, it respects the teachers'knowledge and wisdom; gives full play to the positive role of teachers in the courses, and promotes the generation and development of virtuous circle mechanism of pre-school folk culture courses. In the process of teachers turned into active and positive builders, they also become the active contributors, guides and helpers to the development of children, in which they achieved their own development and surpassed themselves.The goals of the folk culture curriculum of pre-school education discussed the basic sources of the development of pre-school folk culture curriculum goals, established the principle of goal-setting, illustrated the overall goal of the pre-school folk culture courses in philosophy, psychology, pedagogy, sociology and anthropology, refined seven major theme goals such as basic necessities of life, interpersonal relationships, nature and geography, oral language, games and sports, festivals, music and art, and etc. The course contents discussed the existence form of the pre-school folk culture curriculum resources, classified seven major theme goals such as basic necessities of life, interpersonal relationships, nature and geography, oral language, games and sports, festivals, music and art, and etc., provided the principle of contents selection and organization, and introduced several ways of course organization such as gathering structure, network structure, linear structure and tree structure. The implementation of the curriculum established a curriculum implementation of the mutual adaptation of orientation and the creation of orientation by our traditional outstanding philosophy such as "unity without uniformity" and "continuous reproduction breed in an endless succession" as a guide, analyzed the impact factors of curriculum implementation in the curriculum plan characteristics, human and environmental factors, and established the principle of environment creation that should accordance with the safe and practical principles, harmony principle, blank retained principle, participatory principle and flexible and rich principle. The curriculum implementation of pre-school folk culture can employ the ways of teaching and learning activities, games and life activities, exploring the characteristics of teaching and learning activities, design and teaching strategy, the features of games activities, characteristic,design and guide strategy, the concept of life activities, design and guide strategy. The evaluation of curriculum analyzed its characteristics and clarifies its concept, discussed the function of diagnosis and identification, information-oriented and educational development function and management and supervision function, determined the content of the evaluation and analyzed several methods for evaluation of children and teachers.The thesis at last put forward many expectations such as the research ability of curriculum theory should be enhanced; theory and practice combined effectively should be improved. In addition, the researcher also has many other expectations:establishing and improving the course evaluation system, concerning courses training, researching on the operating environment of curriculum, strengthening the study about countermeasures of curriculum implementation, focusing on the transition study of kindergarten and primary courses, and playing the chief curriculum support functions of administrative; It also put forward that the government should serves as a leading role, pre-school education institutions centered, community and family participated in to promote children's constantly development co-breed mechanism.