Practical Research On Li People’s Folk Stories Blending In Kindergarten Curriculum

As the earliest people to enter the Hainan Island, the Li People worked hard and fought for their life in a tough environment. On the basis of their original culture, they created the unique characteristics of their own culture. Until today, the traditional culture, which reflects the abstruse, tenacity and restlessness of more than one thousand years, still plays an important role and deeply influents the Li society. Li culture has become the most unique and one of the most rich vitality of local culture in the Hainan Island. Among the unique and rich culture, there are a large number of outstanding folk stories created by the primitive and hardworking Li People and collected by great researchers, which can be used as excellent cultural curriculum resources. But there are only a few articles studying in the educational value of the Li folk stories, which can’t form a complete system for the Li folk stories well blending into the kindergarten curriculum. So this study starts from the severe lack of the Li folk stories in preschool education, and we hope to draw lessons from the methods and perspective of other cultural researches in curriculum resources development and utilization in order to find solutions for the Li folk stories blending into the kindergarten curriculum, to provide the reference for young children’s spiritual growth, and to make contribution to the cultural heritage. Blending the outstanding folk stories into the kindergarten curriculum can not only inherits the folk stories that contains excellent folk culture and enriches the content of kindergarten culture courses, but also incorporates the national folk cultural into the kindergarten curriculum practice which produces guidance and reference value. This research mainly used the literature material method, the interview method, the observation method and the case studies to thoroughly discuss the ways and methods of the Li folk stories incorporated into the meaning of the kindergarten curriculum. The full article is divided into three parts:the first part is the introduction part which firstly defines the concepts of folk stories and kindergarten curriculum, then mainly expounds the research questions proposed and reflects the studies of predecessors in folk tales in the aspects of folk stories and early childhood education, kindergarten courses, Li folk stories and related research situation, and conclude that the shortage of the research such as the kindergarten curriculum resources of the original research is too messy, ignoring the whole research system, the Li folk stories in early childhood education value research is lack, and so on, these previous studies and the deficiency existing in institute provide the reality basis for the research of this paper. The second part firstly introduces the Li People’s folk story in detail, then introduces the general situation of Li People, the clear definition of the concept of Li folk stories, their main characteristics, classification and value function, especially the value and significance of blending into the kindergarten curriculum such as to promote the all-round development of children’s body and mind, to trace the cultural value of the continuation of cultural inheritance, and to rich cultural resources of kindergarten curriculum; the next is about the Li People’s folk story in kindergarten curriculum practices, Including the analysis of the status quo of the utilization of Li folk stories in the kindergarten and teachers’ understanding about Li folk stories and attitude, and then with the help of those teachers we practiced two concrete activities in the C Kindergarten. According to the result of practice rational analysis, the third part is about sharing successful experiences, putting forward the existing problems such as the existence of Li folk stories lacking of curriculum resources, teachers’ weakness in foundation teaching theory of Li literacy, and finally making some suggestions such as to have the Li folk stories fully integrated into the kindergarten curriculum, to strengthen the training of preschool teachers’ literature discipline knowledge, improve teachers’ quality, knowledge and ability, strengthen exchanges and cooperation with the outside organization, encourage the use of external resources to develop into the course and so on, only to provide a certain reference and reference value for the Li folk stories blending into the kindergarten curriculum practice.