Research On The Design Of Kindergarten Story Teaching Activities Based On Ecological Orientation

Kindergarten story teaching activity is a common form of teaching activities in preschool education,which plays an important role.Children’s stories have their own characteristics,including interesting,life-oriented,and in line with children’s cognitive experience.In addition,children’s stories are usually presented in the form of narration,deduction and pictures,supplemented by text.They are deeply loved by children,and can let children gain experience and development by reading children’s stories.Therefore,story teaching is an effective way to meet the cognitive development of 3-6-year-old children.But in the current kindergarten story teaching practice,the role of story teaching activities is limited.At the same time,some ideas of ecology are increasingly penetrating into the field of preschool education,and have a more and more profound impact.Ecology is a science that studies the interaction between organism and environment.It emphasizes the integrity,balance,connection,dynamics,openness and other characteristics to think about problems,so as to achieve a harmonious and unified state between ecosystem and environment.This provides a new way of thinking and practical significance for the design of kindergarten story teaching activities.The study reexamines the design and implementation of story teaching activities in kindergartens from the perspective of ecology.It mainly uses qualitative research methods to analyze the relevant theories.The researcher entered Y kindergarten in Wuxi City,Jiangsu Province,and collected cases of kindergarten story teaching activities through observation and interview.After that,the researcher analyzed,sorted out and summarized the collected materials.The researcher also discussed and revised some of the cases with the teachers in the kindergarten,so as to get the relevant strategies of the design of ecological oriented kindergarten story teaching activities,in order to play a deeper role in promoting children’s development through the design of ecological oriented kindergarten story teaching activities.The study found that,combined with the theory of ecology,story teaching activities in kindergartens should embody the four main characteristics of ecological orientation: overall comprehensiveness,dynamic balance,multiple openness and sustainable development,so as to give play to the guiding significance of birth state for the design of story teaching activities.The guiding significance is mainly reflected in three aspects: on the theoretical level,it is reflected in the construction of ecological story teaching concept;on the child level,it is reflected in promoting the sustainable development of children;on the teacher level,it is reflected in improving the teaching design ability of teachers.According to the above theoretical guidance,there are some practical problems in kindergarten story teaching practice,such as one-way thinking of story teaching goal,fixed and preset text of story teaching content,rigid regulation of story teaching process,and lack of sustainable development of story teaching evaluation.Combined with the actual analysis of the above problems,the research attributed to the two aspects of teachers and environment.In terms of teachers,teachers lack ecological literacy;teachers do not grasp the children’s psychological needs;teachers are short of interpretation and expression of story works;In the terms of environment,the material and cultural environment needed for the kindergarten to create story teaching is no t good.According to the above theoretical research and practical problems,combined with the specific cases of kindergarten,this paper puts forward the strategy of kindergarten story teaching activity design.Starting from the four dimensions of teaching activity design,the goal design should reflect the comprehensiveness,openness and integration;the content design should choose the life oriented,children’s interest oriented and diversified story teaching content text;the process design should focus on the content design We should strengthen the interaction,enhance the situation through teaching aids,performance and question setting,and enhance the experience through creating story situation,putting in relevant materials and carrying out various forms;in teaching evaluation,we should establish the evaluation orientation of subject orientation,process orientation and goal orientation as the supplement;implement the evaluation base point of promoting the common sustainable development of teachers and children;establish the evaluation orientation of focusing on evaluators The evaluation system of the interaction among,the evaluated and the specific evaluation situation.