1. Basic understanding of curriculum integration.
1.1 Definition of integration. From a philosophical point of view, integration refers to the construction and virtualization process of several related parts of factors becoming a new unified whole caused by the integration of the system and the unification and cohesion of the core of the system. The essence of integration is to use various organic combination methods to make the differentiated elements and internal components of the education system organically connected. The core is the integration concept of curriculum value.
1.2 Scope of curriculum integration.
1.2.1 Treat daily life as an educational whole. A day in the life of a young child includes a variety of activities. These activities can be roughly divided into specialized learning activities, game activities and life activities. These activities have special value in the development of young children and are also an indispensable link in the implementation of kindergarten curriculum. Therefore, the implementation of kindergarten curriculum should pay attention to various activities in children's daily life, pay attention to the organic connections between various activities, and give full play to the complementary role of these activities. Learn in life, learn in games, learn to connect with life and use life to make daily life a real educational whole.
1.2.2 Achieve integration in the process of realistic and diverse activities. True integration is achieved in real, diverse activities. First of all, we must focus on the development and innovation of activities. On the basis of understanding children's needs and interests, encourage children to make independent choices and actively participate, and avoid choosing and organizing activities based only on the basis of domain knowledge and ignoring children's needs and interests. Secondly, focus on the generation of activity goals, content and methods. Integrate unplanned and immediate goals, content, methods, forms and means such as planned goals, methods, contents, forms and means. Teachers and children constantly discover new clues for activities and continue to lead activities in depth.
1.2.3 Pay attention to the integration of educational content. The integration of educational content is mainly reflected in three aspects: First, integration within the field, that is, relatively independent content in the field is as interconnected and organically combined as possible. The second is the integration between fields, that is, the integration between different fields. The third is super-field integration, that is, comprehensive courses. Here, we focus on the integration between fields.
Field is a relative division of course content. The division of fields must cut off certain inherent connections between different fields. In the process of curriculum design and implementation, we should pay attention to restoring new and more connection clues between different fields. The discovery and utilization of such connections is a greater integrative efficacy. There are many levels of integration between fields, including integration between two fields and integration between multiple fields; there are sporadic connections, multi-point connections and intensive connections between fields.
2. Integration strategy of music activities and sports activities.
2.1 Integration of goals. Goal integration is the basis of educational integration. Goal integration directly affects the integration of educational content and methods.
The "Outline" points out: "The contents of each field penetrate each other and promote the development of children's emotions, attitudes, abilities, knowledge, skills, etc. from different perspectives." Here, based on the art in the "Outline" Based on the goals in the field and health field, with the healthy development of young children as the core, the integration of kindergarten music activities and sports activity goals is discussed from the aspects of motor skills and emotional attitudes.
2.1.1 Healthy development of movements and skills: Coordinated and flexible movements, normal development, and enhanced physical fitness.
2.1.2 Healthy development of emotions and attitudes: Like and actively participate in various activities (including music activities, sports activities), have self-confidence; be able to initially feel the beauty in life and art, and be able to boldly Express your emotions and experiences. In the past, music and sports activities focused too much on the training of skills and results, and used a ruler to measure all children. As a result, many children's imagination and creativity were suppressed, causing children to lose interest in activities. The current goals of music and sports activities pay more attention to the cultivation of children's positive emotional attitudes. By creating situations, children can actively participate in activities and actively express their emotional experiences, which is more humane.
2.2 Integration of educational content. The contents of music and sports activities have their own characteristics, but they also have similarities. Integration is mainly manifested in making organic connections between them, and can even break through the content organization form of field. Music activities mainly include singing, rhythm activities, percussion, and appreciation. Sports activities mainly include four contents: movement skills, basic gymnastics, formation, and physical training. Music activities focus on children's aesthetic experience, and sports activities focus on children's sports experience, striving to make them complement each other and integrate with each other. For example, aesthetic education content should be infiltrated into sports activities to let children feel that sports are a combination of strength and beauty; children's physical fitness can also be exercised in music activities to improve children's flexibility and balance abilities. Rhythmic gymnastics is a combination of rhythmic activities and basic gymnastics.
2.3 Integration of educational methods. The basic methods of music learning activities are experience and performance. Therefore, children should be given sufficient space for experience, perception and expression in music and physical activities, so that children can be guided to think, feel and understand, and can boldly express their emotions and experiences in activities.
The following is a brief introduction to the two integration methods:
2.3.1 Listen to music and perform physical activities, such as: listening to music and chasing and running.
2.3.2 Action association. Children came up with the song "Small Conch" by imitating the navy's formation exercises.
Both music activities and sports activities downplay the teaching of knowledge and skills, emphasizing children's life and experience as the center, and free expression of experience and feelings. I think it's not about not teaching skills, it's about teaching them in the right way at the right time. Integrate skills and skills education into young children when they need it. Some skills and techniques may not necessarily be the current needs of children. This requires us to look for educational opportunities to transform the content that children are required to learn into their needs. In addition, children can learn skills from each other through sharing and communication with peers, and ultimately improve their performance capabilities.