Exploration of the Integration of Traditional Henan Nursery Rhymes into Preschool Education Undergraduate Teaching

Abstract

Introducing traditional Henan nursery rhymes into preschool education is an effective approach for local universities to cultivate talents with both indigenous cultural literacy and teaching competence. This paper focuses on the cultural value and educational function of Henan nursery rhymes, exploring their roles in cultural enlightenment, aesthetic construction, and curriculum practice. Based on a "culture–curriculum–practice" three-dimensional framework, this study proposes a teaching model encompassing cultural identification, creative expression, and educational transfer. Drawing upon research conducted across multiple kindergartens and normal universities, three teaching intervention models are developed: collaboration–exploration, psychological–behavioral, and task–goal. Results indicate that this approach effectively enhances the adaptability of nursery rhyme instruction and contributes to the construction of a localized aesthetic education system, offering theoretical and practical support for the integration of "cultural inheritance–artistic innovation–educational practice."