Practice Research Of Kindergarten’s Thanksgiving Education

development guidelines" in2012by Department of Education, on the children’s socThree guidance documents "nursery work procedures" issued by State EducationCommission in1996,"guidelines for Kindergarten Education" in2001and "3-6years oldchildren’s learning and ial development, put forward the developing goal of filial piety andheart of thanksgiving, namely, training young children to love parents, teachers, peers, thecollective, the hometown and their country. Thanksgiving, the Chinese traditional virtue, isbecoming increasingly blurred in today’s society. Our children do not understand what isthanksgiving, and don’t know how to show their thanksgiving. Therefore, in this article,taking J kindergarten in Suzhou as a case, the author makes a research on the thanksgivingeducation in the kindergarten, and puts forward the corresponding strategy to try to solvethe existing problems, hoping to provide a reference for the kindergartens of same type.This study uses the mode combining quantitative and qualitative. Through the case ofJ kindergarten in Suzhou, we understand the specific situation of carrying out thethanksgiving education and the problems in the implementation process, and we putforward a strategy of problem solving.Through eight months of practice, the author, taking the J kindergarten, of40teachers(3male teachers,37woman teachers), as the research object, concludes the followingproblems of J kindergarten as below:1. Teachers of J kindergarten have certain, but notthorough understanding to the thanksgiving education.2. The J kindergarten carried outthanksgiving education from five aspects: learning to sing songs about thanksgiving,telling thanksgiving story, learning daily life (as the main aspect of five), theme activitiesof traditional festivals, role play games.3. The J kindergarten gave priority to knowledgeeducation, especially in scientific field. Thanksgiving education is less involved in Jkindergarten, and the teaching method was relatively unitary.4. The J kindergarten seldom invited experts to participate in their thanksgiving education and it always became a mereformality for lack of time when experts were invited.The author analyzes the above problems and considers the cause of the lack of currentpreschool’s thanksgiving education as follows：1. Preschools are confused of the target ofthanksgiving education.2. Preschool’s thanksgiving education is superficial, not goingfarther.3. Preschool’s methods of thanksgiving education are monotonous. Preschools arelack of communication with parents.4. Preschool’s thanksgiving education is partial toelementary school, lack of its own supporting platform.In view of the problems and the causes mentioned in the former part, author tries toexplore the strategies on the implementation of preschool thanksgiving education from thefollowing aspects of establishing the concept of thanksgiving education, creating a healthycultural environment of thanksgiving education, integrating education resources oftrinity”preschool, society and family”, and taking a variety of forms of thanksgivingeducation.