According to the characteristics and changes of different seasons, a series of seasonal-themed nature education activities are designed.
For example, in spring, children can be organized to
plant flowers and plants and observe insects; in summer, children can be
organized to explore the beach and observe the stars; in autumn, children can
be organized to plant flowers and plants and observe insects.
E ducation activities
Design nature education activities
with the theme of ecological environment to let children understand the
concepts and characteristics of the natural environment and ecosystem. For
example, children can be organized to explore different ecological environments
such as forests, lakes, and rivers, while learning about the types of animals
and plants in these environments and the relationships between them.
natural phenomena
Design nature education activities
with natural phenomena as the theme to let children understand the
characteristics and laws of natural phenomena such as weather, climate,
earthquakes, and volcanic eruptions. For example, children can be organized to
observe weather changes, make weather observers, and understand the principles
of earthquakes and volcanic eruptions.
Design nature education activities
with the theme of biodiversity to let young children understand the concept and
significance of biodiversity. For example, young children can be organized to
observe different plant and animal species, learn about their habits and characteristics,
and at the same time cultivate their love and awareness of protection for
nature and animals.
Aesthetic ability and creativity
Design nature education activities
with the theme of natural art to allow children to express their feelings and
understanding of nature through art. For example, children can be organized to
make natural handicrafts, draw natural landscapes, write nature poems, etc.,
while cultivating their aesthetic ability and creativity.
N atural environment
The development of this course in
the natural education park needs to be combined with the local natural
environment and resources, focusing on practice and experience, organizing
diversified activities, cultivating children's autonomy and creativity, and
working with parents to jointly promote children's development. By designing different
types of themed courses, children can learn about nature from multiple angles
and cultivate their natural emotions and awareness of environmental protection.
Since the curriculum reform, the country has emphasized the content structure of the curriculum. On the basis of the new curriculum system, it has begun to pilot school-based courses. The issue of school-based curriculum development has become a hot spot and focus of research. This article is mainly divided into three parts.
The first part raises
the issue and explains the importance and feasibility of school-based
curriculum development. In the second part, the author studies the embodiment
of the democratic decision-making power of school administrators in the
leadership mechanism and curriculum setting, and what it means for teachers.
and the embodiment of students' democratic decision-making rights were studied;
the third part is to make suggestions on how to achieve better results in
democratic decision-making rights in school-based curriculum development, and
to support the development of school characteristics, teacher professional
development, and student personality development.
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