In recent years, research on children's development shows that the younger children are, the easier it is for them to learn knowledge from informal, positive and interactive processes. This involves "appropriate teaching methods" in curriculum implementation. Lillian Katz, a famous American preschool education expert, clearly pointed out in the dialogue with preschool teachers: "Appropriate teaching methods should provide enough opportunities for children to interact with various adults, children and materials, and directly interact with real objects and environments." In other words, the teaching methods suitable for children should be informal and unstructured, in which children can interact with the real environment, materials, teachers and peers. The new "Outline" points out in the general regulations: "Kindergarten education should respect the laws of children's physical and mental development and learning characteristics, pay full attention to children's experiences, and guide children to learn lively and actively in life and activities." The State Council's Opinions on the Current Development of Preschool Education clearly points out: "Insist on the combination of education and protection, entertain and educate, and prevent and correct the tendency of" primary school "in kindergarten education. The low structure and informality in this area just meet the conditions and requirements. In regional activities, children have the right to study independently, consciously, independently, freely and happily. Under the guidance of the Outline, our garden advocates autonomous learning, cooperative learning and inquiry learning in the course design and implementation, and emphasizes children's active participation, mutual cooperation and active exploration in the learning process. In 2007, our garden began the research of the municipal project "Exploration of integrating local culture into preschool education activities". Our kindergarten in Jiang 'an County is located in a rural county, with unique environmental resources and local resources. The vast rural fields contain a large number of local materials, with broad activity space and simple cultural features, and are known as "the bank of the Yangtze River", "the hometown of orange and bamboo" and "the cradle of China drama". Children can learn a lot of knowledge and nutrition from it in the most vivid, intuitive and vivid way, which is conducive to promoting children's understanding of life, stimulating children's interest and exploration spirit, and also helping to cultivate children's feelings of loving their hometown from an early age. Therefore, we should make full use of local cultural resources to educate children, let them feel, experience and experience the happiness of being children in small counties, and cultivate children's mind and ability to inherit and develop human excellent cultural heritage from an early age. In our research, we found that the value of making full use of local cultural resources to carry out activities lies not only in inheriting local culture, but also in promoting the development of children's emotions, attitudes, abilities, knowledge and skills from different angles, because local cultural resources are familiar, intimate, intuitive and concrete to children, and are closely linked with their own lives, which is also very easy to arouse children's interest. In the activities of mutual infiltration of educational environment inside and outside the park, children experienced happiness and excitement, which will leave a deep memory for children. It is particularly important for children to actively explore and explore in their activities and create an area that fully permeates local cultural characteristics, which plays an important role in their development in all aspects. In the past few years, teachers have some opinions on how to integrate local culture into regional activities:

(a) the use of social and natural environment to carry out wild local cultural activities in accordance with the provisions of the "kindergarten education guidelines (Trial)", "be close to animals and plants, observe, understand and care for them, and have the consciousness of loving nature, cherishing natural resources, caring for and protecting the environment" and "contact with natural substances such as water, soil, sand, stone and wood, and observe and feel the wind, snow, rain and thunder. For example, we have taken our children "on foot" to the Yangtze River, and the wide beach has become a natural activity place for children. Pebbles, river sand and old branches on the roadside have become active materials, and children are happy to build castles, make birthday cakes, draw pictures and run in them. Together with the children, we came to the "Living Dictionary of Folk Culture in South Sichuan-Jiaqianshan Dwellings", a 400-year-old residential manor, 123 rooms, with an area of 65,438 square meters, which became a children's activity area, where children could experience, feel and explore for themselves, and learn from the garden layout and architectural decoration of the dwellings under the guidance of teachers. There are many natural activity areas around our kindergarten, so I won't list them here. In these spaces endowed by nature and history, novel and unfamiliar objects will arouse children's interest and stimulate their desire to explore. Children's carefree and free activities enrich children's activities, improve children's activity enthusiasm, narrow the distance between children and nature, history and modernity, satisfy children's desire to be close to nature, give full play to children's nature, gradually improve their autonomy and become more enthusiastic about sports. In addition, the Curriculum Guide for Preschool Education puts forward: "Cultivate children's interest in sports, accumulate sports experience on the basis of independent activities, experience sports fun and carry out various outdoor activities. "We give full play to our local advantages, break the previous situation of' keeping' our children in kindergartens or even' teaching' them in classrooms, actively make use of the social and natural environment, and carry out lively outdoor regional activities with full consideration for safety. On the narrow paths, ridges and stone roads in the countryside, when plums are ripe, they climb to the trees to pick plums. When oranges are ripe in summer, children can move freely in the interaction with the environment and materials, fully develop their comprehensive abilities of climbing, drilling, running, jumping, throwing and balancing, and at the same time experience and enjoy the original "game" in materials and spaces with natural local flavor.

(B) the use of local culture to carry out pure and simple regional activities. The unique local culture allows kindergarten children to have unique regional activities. Dewey once said: "Only when society and children find a balance can children have real interest in activities." Combined with the theme activities, the park has created some special areas such as "Walking into the Drama-Orange Town Stage", "Folk Street", "Peasant Courtyard", "Strange Stone House", "Gourmet Street" and "Bamboo Art Space", and put in a lot of local materials for children to enjoy and entertain, which greatly satisfied the children's interest in exploration and received unexpected results. For example, in "Hometown Snacks", children made "Ba Huang", "Hongqiao Bamboo Dam" and "Bamboo Rice" according to their own life experience, and enjoyed the delicious snacks in their hometown with relish. At the National Theatre Academy, the children brought information about the establishment of the National Theatre Academy, why they moved to Jiang 'an, and some celebrities trained here. In addition, the children and teachers went to the "Exhibition Hall of the National Academy of Drama" and felt some knowledge and experience. Together with the teachers, they created this activity area and imitated, created and performed at the activity corner.

(3) Use parents' resources to carry out regional activities with local cultural flavor. The Guiding Outline of Kindergarten Education (Trial) points out that families are important partners of kindergartens. As teachers, we should strive for parents' understanding, support and active participation based on the principles of respect, equality and cooperation to help parents improve their educational ability. Parents' rich knowledge of nature and various skills can add special courses to the regional activities of kindergartens. For example, every spring, our kindergarten organizes a "parent-child spring outing", in which parents and children walk along the ridge, pick wild flowers, catch tadpoles, grasshoppers and crabs, and teach their children the knowledge of nature. Organize "parent-child mountaineering activities" in autumn; From time to time, parents with knitting skills are invited to the knitting area of kindergarten in a planned and organized way to teach their children to knit grass whips, flower baskets, insects and so on. Invite parents who know bamboo carving skills to the kindergarten "bamboo carving craft zone" to carve on the spot and teach children some simple bamboo carving skills; Invite parents who like to collect strange stones to explain relevant knowledge to their children and let them feel the strange stone culture in their hometown. Parents feel a sense of responsibility in the process of educating their children, and children are proud of their parents, which makes the family form a joint force.

(4) Taking local cultural theme inquiry activities as the main line, organically infiltrating regional activities. In the research, under the guidance of "Kindergarten Work Regulations" and "Kindergarten Education Guidance Outline", we have conceived the kindergarten curriculum system in general, screened out the most typical and representative local cultural and educational contents from local cultural brands, which are close to children's daily life knowledge and experience and acceptable to children, and classified them according to their interests and needs. Through investigation, visit, activities and other forms, taking theme inquiry as the basic model, five activity themes with local characteristics were constructed, and a series of kindergarten-based courses of "Doll Traveling to Jiang 'an" were formed. Regional games are the purpose of realizing theme education.