Action Research On The Application Of Children’s Drama In Kindergarten Safety Education

At this stage,the state has paid more and more attention to the safety education in kindergartens.However,in the actual work of kindergartens,the safety education form is single,mainly preaching;the content of safety education is boring,focusing on traffic fire safety;the process of safety education is highly controlled and teachers are the main factor,so the effect of safety education is not obvious enough.Children’s drama education is an important situational learning mode which regards process as guidance and game as a bridge.From the perspective of theoretical research and implementation methods of children’s drama,we can combine children’s drama with safety education,make safety education become the content carrier of children’s drama,let children’s drama become the formal carrier of safety education,and make safety education become children’s real internalized and explicit knowledge through the deduction of children’s drama.This study consists of five parts.In the introduction part,it shows the origin of this study,the core concepts and the status quo of related research.The first chapter describes the purpose and significance of this study,ideas and processes,objects and methods.The second chapter is the preparation part of action research.The researcher selects one teacher from 9 classes of kindergarten A.through interview,the researcher understands the implementation status of safety education and children’s drama in kindergarten a,and makes an analysis of the causes.Through the test method,the author finds out the weak points of children’s safety knowledge in kindergarten a,starting from the lack of safety knowledge of children,through action research,tries to find out To improve the effectiveness of early childhood safety education.In the third chapter,the process of action research is elaborated in detail.Based on Professor Zhang Jinmei’s theory of children’s drama,this action research is carried out in nine classes of three age groups in kindergarten a.Each year,a control class and two experimental classes(1 and 2)are set up.In the first stage of action research,traditional centralized education activities are used in the control class;in the second stage,children’s drama is used,taking into account the age characteristics and existing foundation of children,which is carried out in experimental class 1;in the third stage,the focus is on improving the "no" in the process of children’s drama organization in the second stage To improve the quality of children’s drama in safety education was carried out in experimental class 2.After the end of the activity,the safety knowledge of children was tested again.Through the horizontal and vertical comparison of children’s test data,it was found that the way of centralized education activities had certain help to improve the effect of children’s safety education,but the use of children’s drama activities to improve the effect of children’s safety education was the most significant.To ensure the use of children’s drama to enhance the effectiveness of safety education,kindergartens need to build a learning platform for teachers,so that the unity of knowledge and practice can help teachers grow rapidly.When teachers develop children’s drama,the selection of material can come from all aspects of children’s life.In the process of organizing drama education activities,teachers should pay attention to the effective play of children’s subjectivity.Only by forming a scientific concept of children’s drama can preschool children truly realize harmonious coexistence in children’s drama activities.