“Deviation” And “Return”

The creation process of kindergarten class environment is a process of cultural representation and meaning construction,and a process of objectification and substantiation about the cultural spirit of the creator of class environment.Therefore,the kindergarten class environment is not only a physical space environment,but also a cultural environment with spiritual scale and endowed with meaning symbols because of human existence and activities.Culture penetrates into the class environment,and then deeply affects the ideology,concept and behavior of teachers and children.exerting the function of humanization by culture.Children's culture is the root of human culture and the potential source of adult culture.Based on the relevant theories of children's culture,this study summarized the original characteristics of children's culture,explains the relationship between children's culture and the creation of kindergarten class environment,then analyzes the indispensable meaning of kindergarten class environment from the perspective of children's culture,and then looks at the current practice of the creation kindergarten class environment.Researchers go deep into kindergarten class life,use observation,interview,physical analysis and other methods to understand the creation process of kindergarten class material environment and truly experience the class psychological environment,then analyze the culturalphenomenon revealed in the process of environment creation and the cultural significance carried in the class environment,and then thought about a new way of the creation kindergarten class environment,which can protecting the original characteristics of children's culture,facing children's spiritual life,and pointing to children's all-round and harmonious development.This study found that the creation of material environment in kindergarten class deviated from children's cultural spirit.Most of the teachers' motivation of creating class environment is to cater to the evaluation and examination,which is utilitarian;the value orientation of creating class material environment is realistic,which is mainly to let children acquire scientific knowledge and establish routines;the labeling and functional fixedness of class regional space and activity materials are limit the overall spirit of children;the standardized aesthetic which pursuit the neatness and fullness limits children's imagination and creativity.In addition,the material environment is indifference and rigidity,which deviates from the enthusiasm and empathy of children.From the perspective of children's culture,spiritual fetter is the most profound experience of kindergarten class psychological environment.In kindergarten class,children's game becomes passive and utilitarian,so their integrity is destroyed.In addition,the class field is full of the persistent pursuit of honor,the free spirit of children is limited,and thechildren are forced to rely on teachers,and their actions become consistent.In addition,the interaction between teachers and children also shows polarization,tension and relaxation coexist.Children's culture and adult culture is not opposite,children's spiritual growth,cognitive development and social development can occur simultaneously in class environment.The way of creating the kindergarten class environment,which can nourish children's culture,make children's spiritual life grow up healthily and promote children's all-round and harmonious development can be started from the following two aspects: first,the creation of class environment needs to respect children's spiritual needs,seek children's views on the environment and support children's playful life.Second,by constructing a kind of teacher-child relationship that named “i and you”,creating a unified class material environment of spiritual nourishment and experiential learning,and creating a class psychological environment of free world and standardized world dialogue to create a "stage" that children's culture and adult culture can equal dialogue and coexistence.