Action Research On The Integration Of Zhangzhou Local Culture Into Kindergarten Theme Activities

The 19 th National Congress of the Party pointed out: "Culture is a country,a nation’s soul.Cultural and hunting,strong nationality.Without a high degree of cultural confidence,there is no cultural prosperity,there is no Chinese nation’s great revival." Education It is an important channel for spreading excellent culture.Pre-education is an important part of this channel."Kindergarten Education Guide（Trial）" proposes: "Let’s take advantage of social resources,guide young children to actually feel the richness and excellence of the motherland culture,feel the changes and development of hometown,inspiring children’s hometown,love the motherland." Local culture and young children The life is closely linked to fully excavate the education resources of the local culture into the kindergarten,realizing cultural and young children to establish joints,master learning knowledge and skills,and cultivate children’s life experience,and cultivate the emotions of children’s hometown.Based on the theory of life education,constructivism and multiple intelligences,this research adopts the method of action research,and comprehensively uses various methods such as observation method and interview method to carry out the theme activities of Zhangzhou local culture.In cooperation,a three-month action research was carried out with the large class children as the research object.Through the extraction and selection of the local culture of the ancient city by the previous researchers and cooperating teachers,the theme activity plan of "I and the ancient city" was designed and implemented according to the interests,experiences and needs of children.According to Kemis’ s action research model,three rounds of action were carried out,and the steps were as follows: plan,act,observe,and reflect.The study found that local cultural education based on theme activities can effectively promote the diversified development of children,improve teachers’ professional and cultural literacy,synchronize development of kindergarten and family education,and diversify the forms of activity evaluation.Through the research,it is concluded that: first,in the selection of cultural and educational resources,both local characteristics and children’s perspectives should be taken into account;second,in the selection of theme types,learner-centered group exploration activities should be adopted;third,the orientation of curriculum concepts should be based on life education Theory and constructivist theory;Fourth,the evaluation of thematic activities should focus on formative evaluation and learning stories.In the end,the main problems of the whole action research are as follows: the cooperative awareness of young children is relatively weak;teachers’ cultural literacy and guidance strategies are insufficient.Corresponding suggestions are put forward based on the problems:first,from the perspective of teachers,one is to correct curriculum values and improve cultural literacy ability,and the other is to improve professional ability and effectively guide children.Secondly,from the perspective of kindergartens,one is to set up a teaching and research team to carry out local cultural themed activities;the other is to establish a local cultural database.Finally,from the perspective of external support,local education administrative departments should strengthen teacher training,provide institutional financial support,and attach importance to the connection between local culture and preschool education.