Research On Animal Knowledge In Kindergarten Educational Activity Resources

Educational activity resource has become an indispensable part in kindergarten.However,in the existing resources of many preschool educational activities,various kinds of animals are involved in both the theme and content.It is very common for educational activity resources to be zoomorphic.So,what kind of role does these frequently occurring animals play in kindergarten education resources and what role does it play?Its appearance "tells us" what it means to children?What further highlights these issues that we still need to think about?For this reason,this study selected the representative "Experience and Inquiry·Resources for Early Childhood Learning Activities"(experimental version)in Hunan Province as an example.After reviewing and collating related documents,the research method of text analysis was applied to this set of kindergartens.Educational activities have conducted in-depth research.First,in the second chapter of the article,the study analyzed the frequency and role of animals in this set of educational activity resources.It was found that the activity of animals accounted for a large proportion of the total activity,while the animals that appeared in teaching and game activities appeared more than those in life activities,which play different roles in different age classes and fields.Second,in the third chapter,this study elaborated on animal knowledge and access methods.It’s found that animals frequently appearing in this set of educational activity resources informed children about the scientific knowledge and social morality of animals,and children acquired this knowledge through active exploration,games,and implicit education.Finally,this study analyzes the characteristics and problems of animals and their knowledge in this set of educational activity resources,discovered that this it has three types of features:a large number of types,a prominent role,an intuitive image,and being deeply loved by young children,and multi-sensory multi-channel communication of related knowledge.In addition,thinking about the existing problems found that though this set of resources in the education activities appeared a lot of animals,it just repeated the scattered experiences,children’s grasp of animal knowledge is not systematic,and the repeated appearance of animal images in activities can make children form mind-sets,lacking of active discovery is not conducive to the establishment of relevant core concepts.In view of the problems,the researchers suggest that teachers attach importance to the relationship between animals in different subjects and make a coherent system;Pay attention to the self-exploration and discovery of children,enhance the sense of accomplishment of the young children,and try to avoid the constructive suggestion of animals to children,so as to ensure the correctness of knowledge.