Research On Present Situation And Promotion Strategies Of Thematic Area Activities In Kindergarten

As a unique form of game and learning,thematic regional activities in kindergarten are both preset and generative educational activities,which play a significant role in enhancing children’s knowledge and skills and improving their comprehensive quality.In the process of thematic area activities,need teachers according to field of preschool education policy documents issued by the Ministry of Education,kindergarten education goal,class the actual development level of young children,purposefully create the environment and the material of activity,make children according to their wishes and ability to operate with "toy",thus free and comprehensive development.Then,from what aspects should teachers start to build the framework structure of thematic regional activities? How should teachers intervene and guide children to carry out thematic regional activities so as to promote the overall development of children’s body and mind? From what aspects should efforts be made to improve the overall effect of thematic regional activities?In order to explore the above problems,this research comprehensively uses the research methods of literature,questionnaire survey,interview and observation.A total of 752 teachers were selected by random sampling method to conduct a questionnaire survey in order to understand the reality of thematic regional activities in kindergartens in Hebei Province.After that,we interviewed 15 front-line kindergarten teachers,5 kindergarten managers and 13 children,observed and recorded the cases in which middle and large class teachers organized and implemented thematic regional activities,and analyzed the reasons that restricted the further optimization of thematic regional activities through the analysis and arrangement of research data.This study is divided into five parts.The first part is the introduction,which mainly includes the research origin,the research review at home and abroad,the concept definition,the theoretical basis and the research design.Second part for preschool thematic area activities to carry out the analysis of the situation,compiled the kindergartens thematic area activities to carry out the present situation investigation questionnaire consists of preset with the preparation of kindergartens thematic area activities,observe and record,organization and guidance,evaluation and reflection on the four dimensions,in a preliminary understanding the actual situation of preschool thematic area activities.The third part mainly uses the interview method and observation method to analyze the problems existing in the development of thematic regional activities in kindergarten from the perspective of teachers and kindergarten as well as the reason analysis.The fourth part is the optimization strategy of thematic regional activities,which puts forward suggestions from the aspects of teachers themselves,kindergartens,parents,educational research institutes,material developers and so on.First,preschool teachers should change their ideas and rationally plan thematic regional activities.They include:(1)to improve preschool teachers’ awareness of thematic regional activities;(2)Create a regional activity environment in line with children’s age characteristics;(3)improve the awareness and ability of preschool teachers to observe and record;(4)Optimize the process of organizing and implementing thematic regional activities;(5)strengthen the evaluation and reflection of thematic regional activities.II.Make multi-party efforts to promote the effective implementation of thematic regional activities.They include:(1)the kindergarten to optimize the teaching management system;(2)The society shall provide necessary support and assistance.The fifth part mainly establishes the thematic regional activity creation model based on children.It is hoped that the establishment of the thematic regional activity model can provide more scientific and specific guidance methods for the front-line kindergarten teachers to carry out the thematic regional activities and further improve the quality of the kindergarten curriculum.