A Study On The Content Of Traditional Culture In Kindergarten Textbooks

In the era of globalization,cultural inheritance is of great strategic significance,traditional cultural education is increasingly seen as an important way to pass on culture.In the early years,it is important to develop an understanding and awareness of the traditional culture that should be included in early childhood education.The curriculum is the core and foundation of education,the textbook has become an important resource for the curriculum,and the traditional culture content in the textbook is one of important references for kindergartens carrying out traditional culture education.At present,there are abundant and comprehensive researches on traditional culture education in kindergartens and traditional culture content in primary and secondary school textbooks,but there are few researches on the contents of traditional culture in kindergarten textbooks,which cannot show the pattern of traditional culture in kindergarten textbooks systematically.This study takes W textbook approved by Z province as the research object,applies the content analysis method,and draws lessons from the definition and classification methods of traditional culture in culturology and pedagogy to collect data,takes the theory of Banks’ multicultural curriculum transformation as the theoretical basis of the analysis framework,and uses SPSS23.0,Nvivo12.0 and ROSTCM6 as the data statistical analysis tools.From the contribution mode,transformation mode and action mode,this paper makes a quantitative and qualitative analysis of the content composition,value connotation and learning approach of traditional culture in W textbook.It is found that the traditional culture content in W textbook has the following characteristics:In terms of contribution mode,it covers a wide range of typical content,but traditional festival customs are mainly the Spring Festival,and folk games are mainly sports games to exercise big muscles.The content arrangement is integrated and scattered,and the difficulty spirals up,but the quantity decreases sharply on the big class,and the order of some content arrangement does not accord with children’s cognitive logic.In terms of transformation mode,it attaches importance to children’s feelings and experience,mainly to understand the external characteristics of traditional culture,but less to convey the spiritual connotation.The connotation highlights the national mainstream consciousness,mainly patriotic feelings,combined with the development of The Times and children’s age characteristics to innovate traditional culture,teaching methods to highlight The Times,but the language expression is abstract.In the form of action mode,there are various ways of learning,but the number of social practice activities is small,and the text and literature are mainly collective teaching activities and activity areas.The curriculum resources are diversified and complementary,and the media are interworking.Relevant illustrations can create a traditional cultural atmosphere,but some resources are not presented in teachers’ books.Finally,the author puts forward some suggestions from the compiling and teaching of textbooks.In terms of compiling textbooks: 1.Optimize the content composition of traditional cultural elements and expand the coverage of teaching materials to culture;2.Focus on the value connotation and historical origin of traditional cultural content,so that children have a deeper understanding of traditional culture;3.Improve the learning approach of traditional cultural content,and strengthen the science.In terms of teachers’ practice: 1.Broaden the traditional culture content according to the actual situation of kindergartens,and complement the teaching materials;2.Try a variety of activities to encourage children to do in-depth exploration of the content they are interested in;3.Enhance their own traditional cultural literacy and Infiltrate traditional culture education in daily life.