Research On Art Education Activities Of Large Classes In Kindergarten From The Perspective Of Ecological Aesthetic Education

Ecological aesthetic education is based on the practice of ecological aesthetics and environmental education,and is an organic combination of ecology,pedagogy and aesthetics.Its purpose is to educate the young generation,learn to treat nature with an aesthetic attitude,care for life,protect the earth,and realize the harmonious coexistence of man and man,man and society,and man and nature.Art education activities for young children are an important way to carry out ecological aesthetic education in kindergartens.In China,most of the research on ecological aesthetic education is focused on primary and secondary schools and higher education,and there is still much room for research on ecological aesthetic education in kindergartens.For children,especially preschoolers,art is an important way to implement aesthetic education for them.In this study,through an in-depth and comprehensive study of kindergarten art education activities,the ecological aesthetic education content with educational value is integrated into art education activities,so that kindergarten art education activities can be reflected and explored from an ecological perspective,and the sustainable development of nature should rise from the material level to the spiritual education level,so that kindergarten art education activities can be an energetic and dynamic education.This study is mainly based on action research method,supplemented by literature method,observation method and interview method to conduct investigation and research,and collect relevant research materials.In the preparation phase of the action research,the researcher initially understood the current status of art education activities in the investigated class through observation and interviews,and on this basis,the researcher worked with the class’ s cooperating teacher to develop an ecological aesthetic education activity program with the dimension of "people and nature".During the implementation phase,three rounds of activities were conducted,and a total of six art education activities were carried out,including two art group teaching activities,two art work area activities,one outdoor activity,and one family education activity.These six activities integrated various forms of artistic expression such as painting,topiary,and handicraft,and built a richly layered program of activities from different perspectives layer by layer,guiding children to actively construct ecological aesthetic experiences and ultimately promoting the comprehensive development of children’s artistic abilities and humanistic literacy.The whole action will be "plan-act-observe-reflect" through the whole process of the action,which will provide a basis for the improvement of this activity.The study found that the children in the studied classes had a more comprehensive understanding of natural ecological resources based on their previous experiences.The final study found that the children in the studied classes had a more comprehensive understanding of natural ecological resources based on their original experience,knew how to cherish resources,had an awareness of ecological protection such as separating garbage and protecting plants and animals,and enhanced children’s ecological sentiment of respecting,caring and protecting nature.Combined with the actual results of this action research,the researchers came to the following conclusions: respecting nature-promoting the free and comprehensive development of children,educating people with beauty-improving children’s ecological aesthetic literacy,and beautifying people-building an ecologically civilized educational environment.In order to further improve the quality of ecological aesthetic education activities,researchers suggest that we should pursue the integrity of goals and cultivate children’s healthy personality;build ecological content and deepen the content of art education;create an ecological environment and create a harmonious atmosphere for activities;develop art areas functionality to support children’s aesthetic activities.