| Yunnan is located in the southwest border area of China.Besides the Han nationality,there are 25 ethnic minorities living in Yunnan.Its unique human and geographical environment and ethnic characteristics for generations has created an aesthetic culture with unique Yunnan style.China's kindergarten education is undergoing curriculum reform in the context of multi-cultural integration.As a teacher with 6 years' experience in teaching children,I am particularly concerned about the application of local cultural resources,including ethnic cultural resources,in aesthetic education in kindergartens.How to excavate the localized aesthetic cultural resources of Yunnan and take them as the important contents for the construction of kindergarten's aesthetic education will be very meaningful for the kindergarten's aesthetic education.According to the characteristics of children's aesthetic education,the work of aesthetic education for children aged 3-6 years not only promotes the cultivation of children's aesthetic ability,but also promotes the cultivation of children's prosocial behavior.And on this basis,it also can effectively promoting the kindergarten's school-running level.Moreover,It will be very valuable for the aesthetic creation derived from life,presenting in a form that is popular with children,the exploitation of kindergarten's characteristic activities and courses,as well as cultural identity and inheritanceThis paper sorts out the local aesthetic cultural resources conforming to the characteristics of children's physical and mental age,and explores how to apply it to the work of early childhood education and teaching,guiding children to gradually enter the kingdom of beauty through the cultivation of continuous aesthetic ability and finally achieving the children's body and mind's harmonious development with their cultivation of aesthetic concept,aesthetic ability,aesthetic experience,and aesthetic feelings.This study is divided into five parts:Introduction mainly expounds the reasons for the topic selection.The research significance,research method,and research ideas and framework are all inspired by analyzing the previous research data.Chapter one:taking Schiller's Aesthetic Letters as theoretical support of this paper.This paper discusses the relationship between aesthetic education and early childhood education and its importance in early childhood education,the unique function andcharacteristics of aesthetic education in early childhood education.Moreover,it points out the present situation of aesthetic education in kindergarten and makes a reflection on it.In addition,this paper puts forward,according to local conditions,the problem of localization in the practice of kindergartens' aesthetic education.Chapter two focuses on integrating the localization content into the kindergarten education to realize the significance and value of kindergarten's aesthetic education,and explores the unique aesthetic cultural resources of Yunnan.The significance of carrying out localized aesthetic education in kindergarten is embodied in promoting the cultivation of children's aesthetic ability,promoting the cultivation of children's prosocial behavior and promoting the overall improvement of the school-running level.Its values are derived from the aesthetic creation of life,presented in forms of children's favorite,presented in forms of children's favorite,the development of unique kindergarten's activity courses,and cultural identity and inheritance.Finally,the collection of aesthetic cultural resources of Yunnan is mainly composed of two parts.On the one hand,it is the regional old Kunming nursery rhymes,on the other hand is the aesthetic culture of Yunnan's 26 ethnic minorities.By sorting out the content of aesthetic culture which is suitable for the development of children's physical and mental age,we will integrate it into the education and teaching activities of the kindergarten to cultivate children's aesthetic ability and conduct aesthetic enlightenment for children.Chapter three discusses the strategies and paths of native culture in kindergarten aesthetic education.When implementing localized aesthetic education in kindergarten,we should grasp the situational principle,experiential principle,personalized principle and stage principle.In this way,the work of localized aesthetic education can be carried out.In addition,the kindergarten should be taken as the "main battlefield" for creating an aesthetic educational playground with local cultural characteristics,reflected in the kindergarten environment,one-day teaching activities and home-school interaction.Chapter four discusses the practical problems of localization in aesthetic education in kindergarten,that is,the teaching practice guided by aesthetic education theory,which is mainly realized by concentrated teaching activities and outdoor games in kindergarten.The paper in order to analyze how to cultivate children's aesthetic ability through the implementation of localization in teaching activities and games.This paper studies the development and practice of localized aesthetic education curriculum in kindergartens in order to realize the principal role of teachers,children and parents in aesthetic education.While giving full play to the significance and value of Yunnan local culture in aesthetic education,we should cultivate children's aesthetic ability,and realize the ecological balance between aesthetic education resources,educators' aesthetic education experience and the cultivation and development of children's aesthetic ability.The research conclusion of this paper can provide some reference for other region's development and application of the localization resources into the aesthetic education of kindergartens. |
PDF Full Text Request