In The Kindergarten Regional Activity Difference Teaching Research

Since1980s, research of the differentiated instruction is attracting more andmore attention by researchers at home and abroad, there is no doubt that thedifference teaching has a unique value in the diversification of talents training,children’ personality development and the deepening of preschool educationreform and teaching practice. However, the study on this subject in our country isdeficient, lacking of a systematic theory research and empirical research. Andkindergarten regional activity as an important way of kindergarten teachingpractice deeply loved by children.If you can give full play to regional activitieswith the advanced concepts of differentiated instruction, will be extremelybeneficial to the development of children’ personality.Learning from the scholars at home and abroad about the research of regionalteaching and differentiated instruction, the study researches five kindergartens inJinan city using literature analysis, observation, questionnaire, case analysis.Theresearch consists of the following parts：The preface mainly expounds the reasons of selecting the topic, researchpurpose, significance, main contents and research methods.The preface mainly expounds the reasons of selecting the topic, research purpose, significance, main contents and research methods, and research.Part one, the connotation, the characteristics and value of the differentiatedinstruction in kindergarten regional activity. On the basis of previous studies, theauthor put forward and analyzed that the meaning of the basic characteristic andthe value of differentiated instruction in kindergarten regional activity in detail.Part two, the current situation of differentiated instruction in kindergartenregional activity. This part mainly uses the questionnaire survey method andunstructured interviews to analyze the current situation of the preschool teacher’sview of differentiated instruction and the general issues of regional activities.Part three, the problems and reasons of the differentiated instruction inkindergarten regional activity. Based on the investigation on the part of the statusof the research, the problems of differentiated instruction in regional teaching ofkindergarten in our country mainly in teachers’ concept, teachers’ guide, regionalenvironment, regional evaluation four aspects problems significantly, and thereason is also no big three outside society, kindergartens and teachers.Part four, the reasonable construction of differentiated instruction in regionalactivity of kindergarten. This part tries to put forward effective means ofconstructing differentiated instruction in regional activity of kindergarten. Its main content includes: establish a correct view on children and the teaching, theestablishment of diversified teaching goals, the creation of regional environment,enhance the level of guidance, using multiple evaluation.