Action Research On Indigenous Individual Depth Method

As an important method of creative art in the high-level curriculum,the individual depth method has greatly promoted the development of children’s artistic creation.As an important part of children’s all-round and harmonious development,art has long been an important research task in preschool education.At present,the development of paper work activities in kindergartens is mostly at two extremes,either too much emphasis is placed on the free performance of children without adult support and guidance;Either it is mostly a way to repeatedly carry out adult-led artistic activities that have no authenticity,such as " strict practical regulations,emphasis on skills rather than images,frequent changes of materials,and children’s inability to understand each tool and its unique characteristics".On the basis of such current situation,this research adopts the method of educational action research under the qualitative research orientation,continuously practices and reflects in the action research,and " drags silk and peels cocoon" in a large number of feedback cases and process practice to find out the feasible strategy of localization of single depth method in kindergartens in our country.Based on the perspective of early childhood paper media exploration,this research tries to find out the problem of localization of single depth method in kindergartens at the present stage,and puts forward the strategies and methods to make the single depth method truly localized.First of all,the researchers investigated the current situation of teachers’ paper-making activities through interviews and observation,and made a qualitative analysis of the collected information.The results showed that the teachers attached much more importance to the work of the activities than to the guidance of the process,and did not have the awareness of creating free space and time in the delivery of paper-making materials.On the whole,the teachers had some problems in the process,such as insufficient awareness of the process,insufficient delivery of materials,lack of freedom in the creation of environmental space,and lack of pertinence in the content and methods of evaluation.However,the single-item depth method under the background of high-level curriculum can solve the problems of teachers at the present stage in the concept and essence of the curriculum,so how to apply the single-item depth method locally to kindergartens at the present stage has become a practical problem that teachers urgently need to solve.Based on this,this study chooses the exploration of " paper media" for children as the starting point,and conducts an action research on the localization of single-item depth method through cooperation with kindergarten teachers.On the one hand,it helps teachers to improve their ability to carry out paper media activities,and on the other hand,it interviews other kindergartens and then carries out the implementation path of localization of single-item depth method for high-level curriculum,which is used to transfer the concept of high-level curriculum,citing one example,three examples,and by analogy.This action research takes kindergarten A,a provincial demonstration park in Heilongjiang Province,as its partner.Researchers and 10 kindergarten teachers form an action research group.After establishing action groups and research problems,three stages of research and study have been carried out in the action implementation stage: first,the theoretical study of Gao Zhan curriculum: including the study of the principle and structural sequence of Gao Zhan curriculum;Secondly,according to the " Guide" and the observation practice of paper work activities in the individual depth method,an exploration model for the individual depth of paper media in accordance with the kindergarten children was designed and constructed.The third is the study of summarizing,comparing and analyzing the development of children and the changes of teachers under the background of the implementation of the single depth method.In the process of research,teachers’ educational perplexity and progress are reflected in the form of reflection diaries.Finally,in the reflection of actions,the effect and influence of actions are summarized,the shortcomings of this research are reflected,and corresponding conclusions and suggestions are put forward.