| Planting activities are an effective way for children aged 3-6 to understand nature,get close to nature,discover and explore nature,and the development of planting activities has a great role in promoting the growth of children’s key planting experience.However,through observation and interview,this study finds that there are many problems in planting activities in kindergartens: 1.Lack of children’s active participation in planting activities;2.Lack of key planting experience for young children;3.Lack of continuity and generation of class planting activities;4.Lack of activity evaluation.The main reasons are that planting activities have not been included in the existing curriculum system,teachers lack of knowledge and experience in the field of planting,and the particularity of planting activities themselves.To solve above problems,the researchers in Chongqing X garden one of large time delay service activities as an opportunity to use action research paradigm,cooperate with class teachers to carry out the reflections "observe,plan,act," the spiral of action research,expecting to bring children more experience farming activities,and close to nature,ascending key with young children.Before the action research,the researchers to a growing child intention survey,and combining the reality of farm and class,comprehensive consideration of plant growth cycle,to the difficulty of the planting,planting area(inside and outside),the current season as well as the existing experience of young children,and turn to professional,eventually and cooperation between the teacher and children jointly established two planting theme: "Small chicken hair vegetables"(indoor)and "water cabbage Growing Record"(outdoor)researchers according to the main operations of planting activities: In the three stages of sowing--management--harvest,three rounds of actions were determined,namely "preparation and sowing","care and management" and "harvest and expansion".The key experience was also determined.The first round focused on plant and ecological cognition,the second round focused on inquiry ability,and the third round focused on pro-nature emotion.In the first round of action,the researchers led the children to fully understand the chicken and water cabbage,and carried out sowing and planting,which laid the foundation for subsequent care and management activities.The second round of action,in view of the reflections on the first round of action,and follow the plant growth status,combined with young children should get planted in this phase key experience,has carried out "the change of Chinese little greens" and "measure" and a series of inquiry activity,this will be the default and the combination of generation,carried out "to Chinese little greens move" and "fungus big reveal" series of activities;In the third round of action,the plants in the plantation are about to mature.Therefore,this round mainly allows children to experience the harvest after their labor and deepen their love for nature through the interaction between children and plants.After three rounds of action found that children and teachers have different degrees of change.First,children: 1.Plant cognition and ecological cognition experience deepened;2.2.Further enhance the ability to explore;3.The pro-nature emotion deepens.Secondly,teachers began to attach importance to the process of planting activities rather than the results,and had their own ideas and reflections on the development of planting activities.At the same time,the researchers also realized the problems and shortcomings of this study: 1.The discussion and research on families and communities in this study are very lacking and need to be further improved in the later period;2.2.The overall design of this study also needs to be further optimized;3.Researchers have too many roles in research activities,and the transition is vague,which needs to be further clarified;4.The results of this study need further verification due to the small number of samples. |
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