Using Chinese Fables As The Carrier To Do Action Research On Moral Cognition Education For Kindergarten Children

Moral awareness education is an important part of early childhood education.Through moral awareness education,children can develop good moral behaviour and promote their social development.Fables are a treasure of Chinese culture,and the connotations of fables from pre-Qin to modern times show that they are often satirical or reveal certain truths through the actions of their protagonists,and have a high moral education value.So,can Chinese fables be used as a carrier to promote moral awareness among young children? If so,what teaching strategies do we adopt to enhance children’s moral cognition? The thesis adopts an action research approach to explore the teaching strategies of moral cognition education using fables as a carrier,and thus improve the quality of moral cognition education in Kindergarten A.The thesis is divided into four parts,which are as follows:The first part is the introduction,which mainly contains the reason for choosing the topic,research questions,literature review,theoretical foundation and research design.The second part is the preparation stage of the action research.Interviews with teachers of kindergarten A were conducted to understand the current situation of moral education in kindergarten A and the problems that existed.This kindergarten is less likely to carry out moral education activities and generally adopts random education or infiltrates other activities to carry out moral education.The third part is the action research phase.Following the principle of "plan-act-reflect-plan again-act again-reflect",six Chinese fables with easy-to-understand,content and rich connotations were selected according to the children’s interest in reading stories,their thinking development and moral development needs.Through the analysis of the formulation of the objectives,the implementation process,the effectiveness of the activities and the conclusions of the teachers’ workshops,the lessons and shortcomings are Summarised.The fourth part is the conclusions and recommendations of the action research.The conclusions include: the moral values embedded in Chinese fables do have educational value and are conducive to the development of children’s moral cognition;when using Chinese fables as a carrier for activities,teachers should pay more attention to teaching methods and improve their own knowledge of fables.The recommendations section focuses on several dimensions,including the selection of Chinese fables,teaching strategies,children’s initiative,teachers’ own development and the linking of moral values to reality.