On The Design Of Literature Educational Activities In Kindergarten

Children’s literature is abundant with the iconicity, filled with emotion. Being vivid image, charming artistic situation, lively and interesting plot, humorous and exaggerated language, filled with love and playful spirit in the literary works, children’s literature is popular for them. Learning children’s literature can not only improve the children’s language ability, thinking and imagination, but also play a role to cultivate children’s temperament. To some extent, outstanding works of children’s literature can increase knowledge, stimulate the desire to knowledge, improve the aesthetic ability, enrich the emotions for them. Pre-school teachers who transmit the literature to children affect directly the results of learning literary works by designing activities.Mainly using the method of text analysis, interviews and observations, the research analyzes the pre-school teachers on the design of literature educational activities in the18kindergartens downtown. Studies found that pre-school teachers have a fragment of understanding the cognitive, emotional and skillful objectives of children’s literature educational activities. Most pre-school teachers can recognize children’s literature education should be dominated by admiration and appreciation. Children’s literature educational goals should focus on children’s emotion, but pre-school teachers often focus on intellectual goals, neglect the aesthetic value of literary education and the emotional goals during the implementation. In the description, the goals are vague and not subtle. The class teaching is adopted in the organization of literary activities. In the educational process of the design of children’s literature, there is the incomplete structure, the highly-structured activities, less aesthetic and tasty feeling. In the methods there are more telling and discussion, less recitation and performance. During activities the methods lack of playfulness. There is the incomplete contents, more focus on the knowledge and skills, less emotions and awareness of reflection for teachers in the evaluation design. Aiming to the current problems, the author analyzes the causes of problems. There are lack of the necessary subject knowledge and insufficient performance capacity for pre-school teachers, misunderstanding the aesthetic psychological characteristics of children, lack of excellent works of children’s literature and teaching facilities and environment in kindergarten.Based on this, the author gives some advice of strengthening the literature education of pre-school teachers in early childhood education, building supportive culture atmosphere, inviting experts into the kindergarten for guidance and improving the self-reflection ability of pre-school teachers.