The Status Quo, Problems And Countermeasures Of Kindergarten 's Folk Art Appreciation Education

As a kind of simple art form of freedom, folk art shows the unique aesthetic image. It is thefoundation of all art, the historical accumulation and the intellectual creation of our country, andthe living fossil and the museum for the national culture, for it not only satisfies the living demandand aesthetic appeal of the laboring people in our country, but also carries the nationalconsciousness, spiritual yearning and emotional experience of the long historical culture. It is aneffective approach and method to inherit the folk art by education and integrate the traditionalChinese elements into the kindergarten education teaching. It would realize the spread andinheritance of Chinese culture by conducting folk art appreciative education in preschool period,and cultivate the preliminary interest and ability of aesthetic for children and inspire their potentialcreationism and wisdom on the basement of perception and love for Chinese culture by enrichingthe folk art appreciation resource. Although some kindergartens have already recognized thenecessity of conducting folk art appreciative education, the systematic theory support and practiceguidance is still needed because of the influence of people’s perception attitude for folk art.From the perspective of developing folk art appreciative education in kindergarten, the maincontents of this research are as follows:In the first chapter, the research introduces the related conceptions of folk art and folk artappreciation in kindergarten. Above all, it defines and clarifies the basic conception to introducefolk art and its characteristics from the aspects of festival customs, life appliances, operaperformances and recreational sports. And then, it states the concept, purpose and approach to thekindergarten folk art appreciative education.In the second chapter, this research launches the status quo investigation around theeducational idea, curriculum provision, teachers’ teaching activities and environmental creation byapplying literature method, observation method and interview method.In the third chapter, the research explores and analyses the present problems of thekindergarten folk art appreciative education from the four aspects of folk art appreciativeeducation view, teachers’ folk art appreciative ability, folk art appreciative education environmentand folk art appreciative education content.In the last chapter, this research puts forward concrete suggestions to the present problems inthe kindergarten folk art appreciative education, which are setting positive views of folk artappreciation, improving teachers’ ability of folk art appreciation, creating affluent environment forfolk art appreciation and providing ample folk art appreciative resources and adopting scientificforms of folk art appreciation.