1. Lack of understanding of the importance of integrating traditional culture into kindergarten curriculum.

During the 20 17 session, Minister of Education Chen Baosheng pointed out that Chinese excellent traditional culture should cover all stages of education. The researcher conducted a questionnaire survey and interviews with 400 kindergarten teachers, and found that 65% of kindergarten teachers thought it was of great significance to integrate China traditional culture into kindergarten curriculum, and indicated that they would consciously integrate China traditional culture into kindergarten curriculum and children's daily life. However, there are also 17% kindergarten teachers who don't realize the significance of integrating China traditional culture into kindergarten curriculum. In addition, judging from the times of organizing and implementing traditional culture teaching activities, 78% of kindergartens will organize and implement traditional culture teaching activities in months with important traditional festivals. With the increasing emphasis on traditional culture in kindergartens, the times of organizing and implementing traditional culture teaching activities have also increased accordingly. Some kindergartens will integrate related traditional culture teaching activities into the monthly theme activities, and some kindergartens will arrange traditional culture teaching activities every half a month or a week.

It can be seen that with the continuous improvement of people's awareness of carrying forward China's traditional culture, the value of integrating traditional culture into kindergarten curriculum has been generally valued, but some kindergarten teachers still have insufficient understanding of the importance of integrating traditional culture into kindergarten curriculum. Qu Jingjing believes that some kindergarten teachers do not know enough about the importance of integrating traditional culture into kindergarten curriculum, and the main reason may be that the educational concept of kindergarten teachers needs to be adjusted. For example, some kindergarten teachers think that education should keep pace with the times, and traditional things are outdated and not suitable for integration into kindergarten curriculum; There are also some kindergarten teachers who think that the content of traditional culture is too complicated for children to understand. [3] This has affected the process of integrating traditional culture into kindergarten curriculum to some extent.

2. The source of traditional cultural curriculum resources has great limitations.

Zhu Changyu believes that curriculum is a part of social culture and a form of spreading culture and knowledge. [4] Integrating China traditional culture into kindergarten curriculum is an important way to inherit and carry forward traditional culture. The researcher conducted a questionnaire survey and interviews with 400 kindergarten teachers, and found that most of the traditional culture curriculum resources in kindergartens are mainly traditional festivals, traditional food culture and traditional arts, which are close to the reality of children's lives and rarely involve other traditional culture curriculum resources, especially traditional martial arts and traditional folk games. This may be because traditional martial arts and traditional folk games are relatively rare, teachers don't know much about them, and kindergartens lack corresponding learning atmosphere. In addition, most kindergarten teachers choose traditional culture curriculum resources according to the contents stipulated in the preset education plan such as kindergarten-based curriculum, and few teachers will explore and use the unique traditional culture curriculum resources in their own areas. It can be seen that the source of traditional culture curriculum resources in kindergartens has great limitations.

3. The implementation effect of traditional culture teaching activities is not good.

Although more and more attention has been paid to the value of integrating China traditional culture into kindergarten curriculum, the implementation effect of traditional culture teaching activities in kindergarten is not ideal. Li Hao believes that once we talk about traditional culture, people pay attention to its form and how it will help us in our future study, but relatively ignore the promotion of the connotation of traditional culture. [5] It is found that 74% kindergarten teachers pay more attention to cultural inheritance when designing and implementing traditional cultural teaching activities, but to some extent ignore the important value of innovation, which leads to kindergartens paying more attention to knowledge transmission and relatively ignoring the understanding of the spiritual connotation of traditional culture when implementing traditional cultural teaching activities. Qu Jingjing believes that kindergarten teachers' emphasis on imparting knowledge when implementing traditional cultural teaching activities is influenced by realistic factors, such as parents' expectations. [6] In addition, the low enthusiasm of kindergarten teachers also affected the implementation effect of traditional culture teaching activities to some extent.