An Empirical Study On The Construction Of Traditional Culture Curriculum And Its Influence On Preschool Children’s Cultural Identity

In the new era,it is particularly important to develop children’s cultural self-confidence and cultural identity.The existing theoretical research shows that cherishing the value of traditional Chinese culture and building traditional culture curriculum in kindergartens according to local conditions are helpful to enhance the cultural belonging of preschool children.Based on the design of traditional culture curriculum activity program,this study explores the influence of traditional culture curriculum on preschool children’s cultural identity,which is conducive to providing experience for domestic traditional culture curriculum practice and further promoting preschool children’s cultural identity.This study takes 4 kindergartens in C County of Zhejiang Province as sample kindergartens,focusing on action research and using educational measurement,interview and educational experiment research methods.On the one hand,a total of 1,867 children in large classes(533),middle classes(588)and small classes(746)in the sample park were randomly selected for cultural identity assessment.The basic situation of preschool children’s cultural identity was investigated horizontally,and the assessment of children in small classes was taken as the pre-test of cultural identity.On the other hand,644 children in small classes were taken as experimental objects and divided into experimental group and control group with 322 people each.In the experimental group,three rounds of action research and cultural identity post-test were carried out for two and a half years.According to the pre-test and post-test results,the influence of traditional culture curriculum on cultural identity in kindergarten was evaluated longitudedly and other factors affecting cultural identity were explored.The results show that the traditional culture curriculum plays a positive role in promoting children’s Chinese culture identity,Wu culture identity attitude and preference,and Wu culture identity efforts.Age is one of the important factors affecting cultural identity.The total level of children’s cultural identity increases with age.Parents’ education level,parents’ household registration,family income level,family living time and children’s Wu cultural identity level are positively correlated.There is no significant gender difference in preschool children’s cultural identity.Based on the research results and analysis,this study puts forward several suggestions to improve the cultural identity level of preschool children from the three aspects of kindergarten,family and society.For kindergartens:(1)Pay attention to the germination and development of preschool children’s cultural identity;(2)Change the view of children to ensure the cultural subject status of children;(3)Focus on the development of cultural identity education target system.For families:(1)Jointly participate in the construction and implementation of traditional cultural curriculum in kindergarten;(2)Attach importance to the cultivation and shaping of cultural identity in the family.For the society:(1)To activate the vitality of cultural and cultural exhibitions and provide "child-centered" cultural and educational activities;(2)Strengthen the empowerment of science and technology to promote the diversified interaction between children and traditional culture.I hope the above suggestions can provide a reference for the construction of preschool cultural curriculum and education and teaching in the future.