Action Research On Integrating Folk Stories Into Language Teaching Activities In Top Kindergarten Classes

Folk stories are one of the carriers and important forms of our traditional Chinese culture,a very important part of traditional Chinese culture,and of great value for cultivating modern Chinese children.Although preschool education workers have gradually realized the educational significance of folk stories,there are still some problems in the current application of folk stories in kindergarten teaching activities that urgently need to be solved.This study used action research,interview and observation methods to conduct research in J Kindergarten,C City.Through interviews and observation,analysis of the actual situation of folk stories into the language teaching activities of the park,conduct problem diagnosis and cause analysis,problem solving-oriented,design the reform action plan of folk story teaching activities with teachers,and carry out the first round of action.Based on the reflection on the process and effect of the action,the program is adjusted,and then launched a second round of action and reflect and summarize.The study shows that the development of the accumulation of traditional culture,germination of cultural belonging,interest in folk stories,listening and expression,and cooperation ability in the discussion and reflection,and the story selection,the implementation and evaluation of folk story activities.To enhance the suitability,scientificity and effectiveness of folk stories into kindergarten language teaching activities,teachers need to change their teaching concepts,improve their professionalism,enhance literary accomplishment and emphasize every link of practice teaching;kindergartens need to establish folk story resource library,carry out a series of teaching and research activities themed on folk story teaching,enhance home cooperation and linkage with the community.