传统文化视角下二十四节气融入幼儿自然教育的实践研究

A Practical Study on Integrating the Twenty-Four Solar Terms into Young Children’s Nature Education from the Perspective of Traditional Chinese Culture

摘要: 二十四节气作为国家级非物质文化遗产，凝聚着中华传统农耕文明的物候智慧，兼具自然科学启蒙与传统文化浸润的双重教育价值。当前基层幼儿园节气教育普遍存在课程碎片化、文化挖掘表层化、本土资源利用率不足等现实问题，且多数实践缺乏系统理论支撑，难以实现幼儿自然探究能力与文化素养的协同培育。本研究以布朗芬布伦纳生态系统理论、科尔伯体验式学习理论为分析框架，立足县域公办幼儿园的真实场域，将泗县本土农耕民俗资源融入课程开发，构建“四季分层、梯度递进”的二十四节气园本课程体系，设计分年龄段可落地的节气活动范例，打通自然观测、劳动实践、民俗体验、艺术创作四位一体的实施路径。研究创新在于把理论阐释、本土资源转化、年龄梯度化课程设计相结合，破解节气教育重形式轻内涵的实践困境；通过沉浸式、生活化的节气自然教育实践，引导幼儿感知自然时序节律，萌发文化认同感。本研究形成一套适配县域幼儿园的可操作、可调适的实践方案，既为本园节气自然教育常态化实施提供支撑，也为同类县域、不同办园条件下幼儿园开展节气融合教育提供实践参照与经验借鉴。

Abstract: As a national-level intangible cultural heritage, the Twenty-Four Solar Terms embody the phenological wisdom of traditional Chinese agricultural civilization, and bear dual educational values of natural science enlightenment and infiltration of traditional culture. At present, solar-term education in grassroots kindergartens commonly faces practical problems including fragmented curricula, superficial exploration of culture and insufficient utilization of local resources. Most practices lack systematic theoretical support, making it difficult to foster young children’s nature-exploring competence and cultural literacy in a coordinated way. Taking Bronfenbrenner’s Ecological Systems Theory and Kolb’s Experiential Learning Theory as the analytical framework, this study is carried out in a real county-level public kindergarten. It integrates local agricultural and folk resources of Sixian County into curriculum development, constructs a kindergarten-based curriculum system of the Twenty-Four Solar Terms featured by “four-season stratification and progressive gradients”, designs practical solar-term activity examples for different age groups, and forms a four-in-one implementation path covering nature observation, labor practice, folk-custom experience and artistic creation. The innovation of this research lies in the combination of theoretical interpretation, transformation of local resources and age-based gradient curriculum design, so as to solve the practical dilemma of emphasizing form over connotation in solar-term education. Through immersive and life-oriented solar-term nature education, young children are guided to perceive the rhythm of natural seasons and develop cultural identity. This research develops a set of operable and adaptable practical schemes suitable for county-level kindergartens. It not only supports the regular implementation of solar-term nature education in the kindergarten, but also provides practical reference and experience for kindergartens in similar counties with different school-running conditions to carry out integrated solar-term education.