Collective teaching activities are planned, targeted, systematic, organized and instructive, and need to be planned in advance. Teachers rehearse every link and step of actual teaching activities in their minds, and then organize children to carry out collective teaching activities. The development of regional activities should be based on educational objectives, and the activity areas should be reasonably divided according to children's actual situation and hobbies, so that children can actively participate in activities according to their own interests and exercise and learn in operation.
Regional activities and collective teaching activities play an important role in kindergarten curriculum, and they are two main forms of activity organization. There are many relationships between them, such as exclusion, assimilation, adaptation, coexistence, dialogue and so on, which reflect different activity concepts.
Regional activities are characterized by freedom, self-choice, independence and initiative. In regional activities, children can participate in activities under the interaction of the environment, improve their hands-on ability and operation ability through independent practice, and improve their ability to find and solve problems through mutual cooperation, thus laying a solid foundation for their growth.
Collective teaching activities can more profoundly reflect the efficiency and systematicness of knowledge guidance, and at the same time, it can also adapt children's future development to the needs of society and growth, and promote children's all-round development. Compared with traditional daily games, group games are more concentrated and purposeful. In teaching activities, we can take the existing experience as the content of the activity, and give full play to the function of group teaching activities through the participation, practice and transformation of children.