Development Suitability Theory Kindergarten Regional Activity Guidance Strategies Research

In order to carry out " the modernization of Chinese education 2035",and realize the goal of “popularizing quality preschool education”.Starting from the teachers who influence the quality of education,probes into the guiding strategies of regional activities suitable for the age characteristics,individual differences and cultural background of young children.From the perspective of developing suitability practice theory,giving full play to the effectiveness of teachers can effectively solve the problem of kindergarten regional activity guidance strategies.This will not only contribute to the overall,balanced and sustainable development of young children,but also to promote the professional development of the teachers.Selected Q Autonomous Prefecture S Town S Park to conduct case study to explore the problems of kindergarten regional activity guidance strategies.By collecting relevant data through literature method,observation method,interview method and physical analysis method,the present situation of the use of regional activity guidance strategy in S garden is presented comprehensively and objectively.Based on the practical path of kindergarten regional activity guidance strategies from the perspective of development suitability practice theory,from the perspective of teacher effectiveness,it is found that there are many problems,which affect the development of young children.There are six parts in this study: the first part is introduction,including research origin,literature review,core concept definition and research design.The second part introduces the development course,connotation and localization application of the development suitability practice theory,and discusses in detail the value and practice path of the theory applied to the kindergarten regional activity guidance strategies.The third part to the fifth part focuses on the four practical paths of environment,observation and recording,evaluation and home cooperation,and describes in detail the present situation of the regional activity guidance strategies at the materialized level,the language level and the interactive level of the S garden.From the perspective of the theory of development suitability practice,it is found that the environment-related regional activity guidance strategy is difficult to meet the needs of early childhood development,and the regional activity guidance strategies based on observation and recording is not deep enough.The evaluation of children undefined regional activity guidance strategy is weak,neglecting the home cooperation regional activity guidance strategy,the lack of diversified interactive regional activity guidance strategy and so on,and analyzes the reasons from the perspective of teachers and kindergartens.The sixth part puts forward the improvement strategies under the guidance of the theory of development suitability practice: teachers strengthen the theoretical study and integration of early childhood development knowledge,promote the combination of theory and practice,and give full play to the effectiveness of teachers in the guidance of regional activities;Kindergartens build a home interactive platform for regional activity guidance strategies,leading teachers to improve regional activity guidance strategies.The interactive platform for homes;kindergartens lead teachers to improve regional activity guidance strategies.This study attempts to enrich the relevant cases and provide a reference for front-line teachers to improve regional activity guidance strategies.