Research On The Teaching Of Literacy In Kindergartens In The Republic Of China And Its Controversy

"Whether kindergartens carry out literacy teaching" and "how kindergartens carry out literacy teaching" are often discussed in the current educational circles,especially in the preschool education circles,but in fact,these two problems have existed as early as the Republic of China.This paper explores the theme of "kindergarten literacy teaching in the Republic of China",in order to sort out the debate process of kindergarten literacy teaching in the Republic of China and the specific implementation of kindergarten literacy teaching,in order to provide some reference for today's kindergarten literacy teaching.The first chapter reviews the debate process of kindergarten literacy teaching in the period of the Republic of China.During the period of the Republic of China,there were three stages in the controversy of kindergarten literacy teaching: emergence(1916 to 1928),revival(1929 to 1938)and subsides(1939 to 1945).Chapter two mainly discusses the overall implementation of kindergarten literacy teaching in the Republic of China period,namely the "what to teach" and "how to teach" in kindergarten literacy teaching.In the period of the Republic of China,kindergartens had detailed requirements on the selection scope,selection standard and teaching form of literacy textbooks.On the premise of following the main teaching principles,preschool education experts and educators explored a wide variety of effective kindergarten literacy teaching methods.The third chapter takes the literacy teaching in Nanjing Gulou Kindergarten as an example to present the implementation of literacy teaching in kindergartens during the Republic of China.Under the lead of the Chen Heqin,Nanjing Gulou Kindergarten since 1925 on the literacy teaching experiment,confirmed the kindergarten can not only develop literacy teaching,and summed up the experience of the fruitful results,such as the kindergarten literacy vocabulary,Pai Gow and compose dish features such as aids and center under the literacy teaching organization form,etc.The conclusion part first summarizes the extension of kindergarten literacy teaching debate in the Republic of China,and combined with the theory and practice of contemporary preschool literacy teaching,discusses the possibility and necessity of preschool literacy teaching,and tries to put forward Suggestions on current kindergarten literacy teaching.