摘 要
中华文化起源于四大文明古国之一的古中国，是世界上持续时间最长的文化。中华文化历史源远流长，若从黄帝时代算起，已有 5000 多年。有学者指出，中华民族有三十万年的民族根系、一万年的文明史、五千年的国家史。
随着经济的发展，我们愈来愈注重学习国外的文化，渐渐地延续数千年的中华文化被人们忽视。幼儿是国家的未来、国家的希望，在幼儿阶段营造中华文化的氛围、创造感受中华文化的机会，进行中华文化启蒙教育，为中华文化的传承与发展打好坚实的基础，是时代赋予的使命。本文试图寻找一种让幼儿快乐自主地进行中华文化启蒙教育的方法，笔者通过去幼儿园参观、实习的机会，了解区域活动这种幼儿的自主活动。因此尝试将中华文化启蒙教育与幼儿园区域环境创设与利用相结合运用于幼儿园，希望为幼儿园中华文化启蒙教育提供新思路。
本文将研究视角选定在中华文化融入幼儿园区域环境创设与利用中，通过中华文化深厚的文化底蕴，使幼儿在区域活动中感受中国种类繁多的文化元素，感受中华民族的智慧，增强幼儿的民族自豪感。进而为中华文化的传承与创新在幼儿园阶段打下良好的基础，使幼儿真正喜欢中华文化、对中华文化感兴趣。
第一部分：本部分是对中华文化启蒙教育及区域活动的相关概述。首先对中华文化和中华文化启蒙教育的基本涵义进行阐述和界定，对区域活动所包含的生活区、语言区、角色区、科学区、种养殖区、建构区、美工区、表演区的涵义和具体内容进行简要介绍，并结合区域活动的独特性、科学性、动态性、易玩性等特点阐述。
第二部分：本部分就幼儿园中华文化启蒙教育区域环境创设与利用的意义展开论述，主要从促进中华文化启蒙教育的开展、丰富幼儿感受中华文化的形式、提高中华文化启蒙教育区域环境创设与利用水平三个方面展开，阐述开展幼儿园中华文化启蒙教育区域环境创设与利用的重要意义。
第三部分：本部分主要阐述幼儿园中华文化启蒙教育区域环境创设与利用应注意的原则，详细阐述在进行幼儿园中华文化启蒙教育区域环境创设与利用时应贯彻传承性原则、创新性原则和爱国主义教育原则，并以此作为衡量中华文化启蒙教育区域活动成功与否的标尺和检验标准。
第四部分：本部分主要阐述中华文化启蒙教育区域环境的创设，将区域环境分为生活区、语言区、角色区、科学区、种养殖区、建构区、美工区、表演区进行论述。通过选取一至两个中华文化因素融入各个区域，详细说明选择该文化元素的原因、意义以及教师应该如何创设区域环境，实现促进幼儿发展和进行中华文化启蒙教育的目标。
第五部分：本部分以案例的形式将笔者在幼儿园的观察记录与幼儿园中华文化启蒙教育区域环境利用相结合。针对案例中出现的问题、结合幼儿园区域环境利用的实际，在中华文化启蒙教育区域环境的利用中予以避免和改进，使幼儿园中华文化启蒙教育区域环境利用更具有现实操作性。
第六部分：本部分对中华文化启蒙教育区域环境创设与利用中可能存在的问题，从幼儿园中华文化启蒙教育区域环境的目标定位、内容选择、组织与实施三个方面展开讨论。明确幼儿在中华文化启蒙教育区域环境中的主体地位，注重内容选择的教育性与创新性，在幼儿园中华文化启蒙教育区域环境组织与实施过程中与教学活动相结合、与幼儿的家庭与社区相结合，但是需要避免与幼儿园创设相区别，避免将区域环境狭隘化。
关键词：幼儿 中华文化 中华文化启蒙教育 区域环境
Abstract
Chinese culture is one of the most ancient civilizations in the world, and it is theworld's longest mandarin. Chinese culture has a long history, from the YellowEmperor's time, already in 5000. Some scholars have pointed out, the Chinese nationhas three hundred thousand years of ethnic roots, ten thousand years of civilizationhistory, five thousand years of history. With the development of economy of our moreand more attention to learn foreign culture, gradually China for thousands of years ofChinese culture is neglected. Children are the future of a country, the hope of thenation, the author tries to find a happy method for Chinese culture enlightenmenteducation for children in kindergarten, to visit the opportunity to let me know theindependent activities of the regional activities such children, so try to transmitChinese culture enlightenment education and regional activities, hoping to establishregional environment for kindergarten teachers to provide a new ideas.
This paper will examine the perspective of selected in the Chinese culture intothe kindergarten regional environment for the creation and use of Chinese culture, theculture behind the children feel the Chinese cultural elements in various kinds ofregional activities, feelings of the Chinese people's wisdom, and enhance children'snational pride, a good foundation for the inheritance and innovation of Chineseculture.
Part I: the overview of the relevant part of the Chinese culture education andregional activities. First expounded and defined the basic meaning of Chinese cultureand cultural enlightenment education, on regional activities included in the living area,area, region, language character science area, natural areas, the construction zone, ArtDistrict, the meaning and content of the performance area are briefly introduced, andcombined with the regional activities of the uniqueness, science, dynamic, playing canbe discussed.
Part II: this part of the Chinese culture enlightenment education regionalenvironment and the significance is discussed, mainly from the promotion of Chineseculture enlightenment education, strengthen their sense of Chinese culture, to improvethe ability of three Chinese cultural enlightenment education regional activity levelaspects, expounds the significance of Cultural Enlightenment kindergarten regionalactivity.
Part III: this part mainly expounds the principles should be noticed, elaborated inthe Chinese culture and education area environment creation and utilization should bespread national culture, cultivate patriotism, enrichment and innovation of Chineseculture principle, and as a measure of the cultural enlightenment education regionalactivity success scale and inspection standard.
Part IV: This section elaborated the creation of regional environment of Chinesecultural enlightenment education, which could divided into living area, languagecommunities, character zones, science district, natural area, construction zones, artarea and performance area. Selecting one to two Chinese cultural elements intovarious regions, detailing the reasons for selection of the cultural elements, meaning,and how teachers should create regional environment, to achieve the goals to promoteearly childhood development and Chinese cultural enlightenment education.
Part V: This part combined the author's observations in kindergarten with the useof regional environment of Chinese cultural enlightenment education in the form ofcase. For the problems arising from the case, combined with the practical use ofregional environmental nursery, avoiding and improving in the use of regionalenvironment of Chinese cultural enlightenment education, to make the kindergartenculture enlightenment education regional environment more realistic to operate.
Part VI: This part discussed possible problems exist in creation and utilization ofChinese culture enlightenment education regional environment, which conclude thetargeting of kindergarten culture enlightenment education regional environment,content selection, organization and implemention. Make clear that young children arein the dominant position of Chinese cultural enlightenment education areaenvironment, pay attention to the content choice, which should be educational andinnovative, combine the Chinese culture enlightenment education regionalenvironment in kindergarten with teaching activities in the process of organizationand implementation, and with young children's family and community. However, it'sdifferent from the creation of a kindergarten, make sure to avoid regionalenvironmental parochialism.
Keywords: Children; Chinese culture; Chinese culture enlightenment education;Regional activities
目 录
摘要································································I
Abstract··························································III
引言································································1
一、选题背景····················································1
二、研究现状····················································3
三、研究意义····················································8
四、研究方法····················································9
五、创新点·····················································10
第一部分 概述······················································11
一、幼儿园中华文化启蒙教育概述·································11
二、幼儿园区域环境概述·········································14
三、幼儿园中华文化启蒙教育区域环境概述·························18
第二部分 幼儿园中华文化启蒙教育区域环境创设与利用的意义···········19
一、促进中华文化启蒙教育的开展·································19
二、丰富幼儿感受中华文化的形式·································20
三、提升中华文化启蒙教育区域环境创设与利用水平·················21
第三部分 幼儿园中华文化启蒙教育区域环境创设与利用的原则···········22
一、传承性原则·················································22
二、创新性原则·················································23
三、爱国主义教育原则···········································24
第四部分 幼儿园中华文化启蒙教育区域环境的创设·····················25
一、幼儿园中华文化启蒙教育生活区的创设·························25
二、幼儿园中华文化启蒙教育语言区的创设·························26
三、幼儿园中华文化启蒙教育角色区的创设·························27
四、幼儿园中华文化启蒙教育科学区的创设·························28
五、幼儿园中华文化启蒙教育种养殖区的创设·······················28
六、幼儿园中华文化启蒙教育建构区的创设·························29
七、幼儿园中华文化启蒙教育美工区的创设·························30
八、幼儿园中华文化启蒙教育表演区的创设·························30
第五部分 幼儿园中华文化启蒙教育区域环境利用·······················30
一、幼儿园中华文化启蒙教育生活区的利用·························30
二、幼儿园中华文化启蒙教育语言区的利用·························33
三、幼儿园中华文化启蒙教育角色区的利用·························34
四、幼儿园中华文化启蒙教育科学区的利用·························34
五、幼儿园中华文化启蒙教育种养殖区的利用························35
六、幼儿园中华文化启蒙教育建构区的利用·························36
七、幼儿园中华文化启蒙教育美工区的利用·························37
八、幼儿园中华文化启蒙教育表演区的利用·························37
第六部分 幼儿园中华文化启蒙教育区域环境应注意的问题···············38
一、幼儿园中华文化启蒙教育区域环境的目标定位···················39
二、幼儿园中华文化启蒙教育区域环境的内容选择···················40
三、幼儿园中华文化启蒙教育区域环境组织与实施···················41
结 语·····························································43
参 考 文 献·······················································46
致 谢·····························································49
