A Case Study Of Outdoor Planting Activities In Kindergarten Based On The Concept Of Nature Education

In recent years,due to the deterioration of the natural environment,technological development and progress,and the ubiquitous influence of electronic media on children’s lives,the lack of naturalness in young children has become more and more prominent.The education community is rethinking the existing education,and many scholars are aware of the deep connection between human beings and nature.Many scholars are aware of the deeper connection between humans and nature.People are beginning to rethink the relationship between humans and nature and are trying to find various ways to help people understand nature again and repair the inner connection between children and nature,and nature education is one of the effective ways.Kindergartens are now paying more and more attention to the development of nature education,emphasizing the need to respect children’s nature and focus on the interaction between children and nature in the process of nature education.As a carrier and epitome of nature education in kindergartens,planting activities integrate and permeate the educational goals of the five major areas,and are a warm and emotional activity with profound educational value.At present,research on nature education in kindergartens is more focused on theoretical clarification and reflection,and less on practical exploration and application.Most of the existing studies have focused on the macroscopic kindergarten curriculum,and there is a lack of research related to the concept of nature education and specific educational practices.In the context of nature education research,the existing research on kindergarten planting activities lacks in-depth and systematic research,and there is still much room for expansion.If the concept of nature education is to be truly implemented in kindergarten education practice,it is necessary to clarify the importance and core elements of the concept in kindergarten education,and then return to practical testing to find appropriate ways to carry out specific teaching activities.This study combines the concept with outdoor planting activities,analyzes and discusses the nature education concept and the current situation of outdoor planting activities in kindergartens under the guidance of systematic theory,summarizes the problems that arise in the process of the activities,and then explores general and regular knowledge and proposes some specific and feasible educational suggestions.Based on the concept of nature education,this study proposes the value of outdoor planting activities in kindergartens.Through data collection,theoretical analysis,and field research,the researcher gained an in-depth understanding of the status of the implementation of planting activities in kindergarten D,the problems faced,and the causes of the problems.The researcher examined the current situation of the implementation of outdoor planting activities in kindergarten D from four aspects: the activity environment,content,process,and evaluation of outdoor planting activities.The research found that in the implementation of kindergarten outdoor planting activities under the guidance of nature education concept,the effective utilization rate of the planting site in kindergarten D was low and the nature materials were not updated in time;the practice of planting content deviated from the activity goals and teachers had deviations in the practice process;teachers’ observation of children in planting activities was insufficient and the quality of teacher-child interaction was not high;the kindergarten had a single subject for evaluation of planting activities and the collaboration between home and family was insufficient.By attributing the existing problems,it was found that four factors,namely managers’ conceptual cognitive bias,teachers’ professionalism,children’s individual differences,and parents’ participation,affected the development of kindergarten outdoor planting activities.Based on the above problems,this study proposes the following recommendations:kindergartens should create a vibrant and interesting planting environment and use multiple resources to improve the quality of planting activities;teachers need to strengthen the learning of nature education concepts and design diverse planting contents and planting forms;improve teachers’ observation and reflection skills and build good teacher-child interaction in the activities so as to improve the quality of the activity process;kindergartens should Improve the evaluation system with the participation of multiple subjects and establish a resource base for parents to realize co-parenting and improve the value of activities.