Research On Kindergarten Gratitude Education Based On Experiential Reading Teaching

Thanksgiving is the traditional virtue of the Chinese nation.It's a basic moral code of contemporary people.People who know how to be grateful,learn to be grateful and maintain a grateful heart can form a perfect personality,adapt to life well and love life.Preschool period is the key period for gratitude education.However,the researcher found in the process of practical investigation and data access that currently,kindergartens mainly adopt the method of instruction and penetration to conduct random gratitude education for children.Such gratitude education is not systematic and can not well mobilize the enthusiasm of children to participate in activities,so the effect of gratitude education is not ideal.However,the use of experiential reading teaching for gratitude education can be a good way to make up for the current lack of gratitude education,but the use of experiential reading teaching for gratitude education has not yet received universal attention.Therefore,through the methods of literature review,interview and observation,this study studied the current situation of gratitude education by using experiential reading teaching in kindergarten A.It wants to explore the existing problems and analyze the reasons,then put forward targeted educational suggestions.This study mainly includes the following aspects:First chapter,experiential reading teaching and kindergarten gratitude education outline.Firstly,this paper defines the kindergarten gratitude education and experiential reading teaching and other related concepts,and then discusses the unique value of experiential reading teaching in kindergarten gratitude education.The second chapter analyzes the problems of the application of experiential reading teaching in kindergarten gratitude education,and then analyzes the reasons.Through the observation and interview of the status of gratitude education through experiential reading teaching in kindergarten A,the author found the existing problems and analyzed the reasons,including:teachers lack a correct understanding of gratitude education and experiential reading teaching;the goal setting of gratitude education activities is unreasonable;the choice of reading materials for gratitude education based on experiential reading teaching is not scientific;Using experiential reading teaching to carry out gratitude education is not appropriate;lack of effective home community experience activities.The third chapter,the recommendations of the application of experiential reading teaching in kindergarten gratitude education.It puts forward some specific educational suggestions that in view of the problems existing in the application of experiential reading teaching in kindergarten gratitude education.It mainly include: improving teachers' understanding of gratitude education and experiential reading teaching;setting the education goal of gratitude reasonably;improving the scientific of choosing gratitude education reading materials;increasing the rationality of using experiential reading teaching to carry out gratitude education;expanding the gratitude experience with children's home and community.The fourth chapter,firstly,this study illustrates the unique value of gratitude education through experiential reading teaching,which increases the effectiveness of gratitude education.Secondly,this study analyzed the current problems in the implementation of gratitude education in the application of experiential reading teaching in kindergartens,and proposed specific and feasible strategies to provide some guidance and help to the front-line preschool education workers.