【正文】 兒有參與到環(huán)境創(chuàng)設(shè)的過程中去，其他的環(huán)境創(chuàng)設(shè)大多由教師完成，家長(zhǎng)一般只是負(fù)責(zé)材料的提供，不參與制作過程。曾用畬族文化元素進(jìn)行環(huán)境創(chuàng)設(shè)的班級(jí)有9個(gè)，集中在大班和中班。而室內(nèi)的環(huán)境又可分為公共區(qū)域環(huán)境的創(chuàng)設(shè)和活動(dòng)單元環(huán)境的創(chuàng)設(shè)。二、 景寧實(shí)驗(yàn)幼兒園環(huán)境創(chuàng)設(shè)中畬族文化的運(yùn)用現(xiàn)狀畬族是我國(guó)56個(gè)少數(shù)民族之一，人口約80萬，主要集中在我國(guó)浙南、福建等地區(qū)。審美習(xí)慣是人們?cè)趯徝肋^程中所產(chǎn)生的特殊的習(xí)慣，它反映人們?cè)诓煌哪挲g階段對(duì)美的反映、捕捉、感受、偏愛和排斥等，它是人反復(fù)運(yùn)用審美意識(shí)進(jìn)行審美實(shí)踐的結(jié)果。不論是少數(shù)民族的傳統(tǒng)習(xí)俗、傳統(tǒng)節(jié)慶還是少數(shù)民族的服裝服飾、裝飾工藝，都能為幼兒帶來與眾不同的認(rèn)知體驗(yàn)。幼兒園環(huán)境可以影響幼兒的發(fā)展，這早已成為人們的共識(shí)。(二)關(guān)于畬族非物質(zhì)文化的研究畬族非物質(zhì)文化是指畬族的精神文化。這是農(nóng)村幼兒園的優(yōu)勢(shì)，我們要從農(nóng)村的實(shí)際情況出發(fā)，充分挖掘農(nóng)村優(yōu)勢(shì)，因地制宜，制定一系列適合農(nóng)村幼兒發(fā)展的辦園思想和理念，辦好農(nóng)村特色幼兒園[9]。（三）課程論的觀點(diǎn)“學(xué)生學(xué)習(xí)的不只是正規(guī)課程，還學(xué)到了與正規(guī)課程不同的東西”[5]。讓孩子在環(huán)境中自主探索、主動(dòng)學(xué)習(xí)，使幼兒從中獲得豐富的經(jīng)驗(yàn)，促進(jìn)其身心發(fā)展。（2）對(duì)幼兒的訪談：隨機(jī)抽取大、中、小三個(gè)年齡段的幼兒若干人，對(duì)他們進(jìn)行詢問，調(diào)查幼兒對(duì)幼兒園環(huán)境創(chuàng)設(shè)中畬族文化的喜愛類型與喜愛程度。它在工藝美術(shù)、裝飾藝術(shù)等領(lǐng)域都具有獨(dú)特的一面，種類繁多，色彩繽紛，反映了我國(guó)東南沿海地區(qū)少數(shù)民族的生活風(fēng)貌和審美情趣，具有獨(dú)特的審美意義。研究結(jié)果呈現(xiàn)：撰寫論文初稿，進(jìn)行修改并定稿，并做好答辯準(zhǔn)備。（三）主要內(nèi)容本文聚焦于畬族文化在幼兒園環(huán)境創(chuàng)設(shè)中的現(xiàn)狀，主要對(duì)以下問題進(jìn)行研究：。將畬族文化融入到幼兒園環(huán)境創(chuàng)設(shè)中，既可以豐富環(huán)境創(chuàng)設(shè)資源，又可以培養(yǎng)幼兒獨(dú)特的審美能力，是具有重要價(jià)值和深遠(yuǎn)意義的。：對(duì)搜集來的資料、數(shù)據(jù)進(jìn)行統(tǒng)計(jì)，以便于發(fā)現(xiàn)問題，進(jìn)一步分析與思考。（一）行為主義學(xué)派的觀點(diǎn)華生從行為塑造的角度出發(fā)，認(rèn)為人的行為就是“刺激——反應(yīng)的聯(lián)結(jié)，通過刺激可以預(yù)測(cè)反應(yīng)，通過反應(yīng)可以預(yù)測(cè)刺激”[1]。也就是說在學(xué)校中，學(xué)生所接觸的課程除了教師計(jì)劃中的顯性課程之外，還包括了隱性課程。潘佳慧、金瑪麗認(rèn)為，“鄉(xiāng)鎮(zhèn)幼兒園與城市幼兒園相比，雖然在文化背景、經(jīng)濟(jì)條件、生活環(huán)境方面有著天壤之別；但是鄉(xiāng)鎮(zhèn)也有不可低估、得天獨(dú)厚的豐富多彩的大自然和鄉(xiāng)土材料，為幼兒園提供了寶貴的教育資源”[10]。包括盤瓠傳說、鳳凰崇拜、畬族語言—山哈話、畬族山歌、民間舞蹈等[15]。因此人們?cè)诮晔株P(guān)注幼兒園環(huán)境創(chuàng)設(shè)的問題，并著力于開發(fā)幼兒園環(huán)境的教育功能。了解少數(shù)民族人民的生活勞動(dòng)方式和風(fēng)土人情，無疑能夠?yàn)橛變禾峁┴S富的經(jīng)驗(yàn)，為將來幼兒的認(rèn)知發(fā)展奠定良好的基礎(chǔ)。這種習(xí)慣一旦形成，將會(huì)形成一種比較穩(wěn)定的審美傾向與偏愛[3]。是典型的散居民族，曾經(jīng)遷徙，形成了小聚居、畬漢雜居的現(xiàn)狀[6]。（1）公共區(qū)域環(huán)境在幼兒園中，門廳、走廊、樓梯、餐廳等場(chǎng)所具有公共服務(wù)的屬性，是面向所有幼兒和所有家長(zhǎng)的，這些場(chǎng)所通常被稱為公共區(qū)域。其中運(yùn)用的文化元素有畬族彩帶、編織、畬族婦女的裝飾品和幼兒畫的帶有畬族特色的裝飾花邊。 關(guān)于環(huán)境創(chuàng)設(shè)的時(shí)間，教師一般都會(huì)選擇假期或者幼兒午睡的時(shí)候進(jìn)行環(huán)境創(chuàng)設(shè)，幼兒也很少會(huì)觀察到教師的布置過程，只能欣賞成品。從另一方面來看，材料來源于生活。戶外環(huán)境的布置是幼兒園環(huán)境創(chuàng)設(shè)的一個(gè)重要部分，對(duì)于占地面積大的景寧實(shí)驗(yàn)幼兒園來說，良好的戶外環(huán)境創(chuàng)設(shè)不僅能為幼兒提供一個(gè)很好的活動(dòng)場(chǎng)地，更能體現(xiàn)出良好的辦園文化與辦園特色。對(duì)于幼兒來說，幼兒園的環(huán)境創(chuàng)設(shè)就是他們?cè)趯こr(shí)刻能夠接觸到的一種社會(huì)情景。致謝人：汪超玥2013年11月24日外文翻譯Creating a LiteracyRich Environment By John FunkOnce a year I teach an Early Literacy class for a group of college students who are preparing to begin student teaching. These students are seeking an Elementary Education license, which usually certifies their teaching skills for grades 16. One thing that I insist that this group do is visit a preschool classroom for at least one hour. During this hour they are to look for classroom indicators that reinforce a literacyrich environment for children. One purpose for this assignment is to make sure the students are tuned in to what a literacyrich environment should include. The second purpose is to help these elementary education students understand emergent literacy, the beginning stages of literacy development. I believe that a teacher cannot be effective in any elementary grade unless she understands how literacy begins. Many teachers will have students of all ages that are still functioning in that stage.When the students report on the assignment above, the following indicators are things that I hope they observe during their preschool classroom visit.A Print Rich EnvironmentIn a wellestablished and wellorganized classroom, there should be print everywhere! This does not negate the fact that visual picture reminders of classroom schedules, rules, etc., are critical to the social and emotional development of the children. However, words should be placed next to any visual clue to help the children understand about print. Here are ways that a teacher can create a printrich environment:? Posted Alphabet. There should be at least two alphabet charts posted in every classroom. These charts should be at the eye level of the children. I know that it is a bit challenging for classrooms with limited space. However, keep in mind that items posted at eyelevel or below are great learning tools for children. Items posted above the child’s line of sight are decorations.? Name Labels: A child’s name is one of the best ways to teach about print. A child’s name should appear at least 45 times throughout the classroom. Attendance cards, cubby labels, helper boards, apron hooks, center tags and name puzzles are just a few possible ways to display each child’s name.? Item Labels: A wise teacher will label every part of the classroom from the doors to the sink. Block shelves, listening centers, writing tables and group areas should all have written labels indicating the word that best describes that area. Each word should be acpanied by a picture of the item as a visual reminder about the word.? Teacher Writing: Teachers should look for every opportunity to model print for the children in the group. This would usually occur during a rug or circle time activity. The children should be able to observe the teacher writing simple words and short sentences about something related to the topic of the day. The teacher should say the words and talk the children through the writing during these modeling sessions.Classroom LibrariesIt is remended that each classroom plan to have at least 4 books per child available at all times. Because of limited funding, most classrooms do not own that many books. For situations like this, the teacher must visit the school or local public library on a regular basis. Books should be rotated so that the children are continually exposed to different stories and forms of print. It is also critical that children have access to stories that have been read to the group. I have known teachers who have their ‘own set’ of books that they read each year. They keep them in a closet, not allowing the children to personally look at the books, so that they can use them year after year without damage. Sometimes the teacher personally owns these books and wants to protect them. In this case I would remend that the teacher find a copy of the book at the library so the children can handle it and retell the story to friends. Stories being read to children do not always acplish literacy support unless there is a discussion about the story and the children can revisit the story whenever they would like. This will maximize the literacy experience.Although a library center is critical, there are other ways to provide books for children. Here are some suggestions