(A) the content of theme-oriented educational activities
The content of disciplinary education activities is to determine the content of educational activities by discipline. Discipline is the collection of human cultural experience and the main content of children's learning. It is very important for children to gain systematic human cultural experience and identify the content of educational activities by subject, which is in line with social culture. This orientation regards the content of educational activities as teaching materials. The content of educational activities is mainly preset by teachers, which stipulates what teachers teach and what children learn in the activities, which is very specific and clear. This orientation of educational activities often fails to arouse children's interest and motivation because it does not start from children's interests and needs and ignores children's life experience.
In the early childhood education stage, the content of kindergarten education activities is organized according to disciplines, forming many disciplines for children to learn: language, mathematics, nature, science, society, health, sports, music, art, dance, handicrafts and so on. These subjects have become the main content of children's learning and kindergarten education activities.
(B) Activity-oriented educational activities
Activity orientation regards the content of educational activities as children's activities, focusing on what children do and how to do it. This orientation holds that children's learning is to explore, experience and create in activities and learn in activities. Therefore, the content of kindergarten education activities should be all kinds of activities independently carried out by children. Teachers should organize children to carry out rich activities according to their interests and needs, "learning by doing" and "making progress by doing". Activity-oriented educational activities emphasize children's activities themselves, and pay attention to children's internal performance and experience acquisition in activities, rather than external knowledge content and activity results.
Many kindergartens in Europe and America regard children's activities as the content of educational activities, and widely carry out games, homework, singing, rhythm, sensory training, stories, body observation, cooking and other activities. Let children gain experience and development in these independent activities.
(C) the comprehensive orientation of educational activities
The content of comprehensive education activities in kindergartens is to integrate children's learning activities, form comprehensive education activities, and learn through various educational activities in order to gain comprehensive, holistic and rich experience. This integration is manifested in three dimensions of the content design of early childhood education activities.
The first is the integration of children's experience. Every child's needs, interests, experiences, etc. It is a unique unity with internal relations. In the process of children's growth and development, children can only grow and develop if external stimuli interact and merge with their existing experiences. The content of kindergarten education activities is to integrate the learning content into several learning areas from the perspective of children's experience acquisition, so as to provide children with comprehensive learning, so as to obtain comprehensive development and learning experience.
The second is the integration of subject knowledge. Each subject has its own knowledge elements. Integration refers to finding out the internal relations between the selected learning contents on the premise of respecting differences, and integrating them into an organic whole, so that the subject knowledge can have complementary effects and learners' learning can have cumulative effects. The integration of subject knowledge is to link the knowledge content of different subjects through a theme to form an integrated learning content for children to learn comprehensively.
The third is to integrate into social life. Take the needs of social life as the center, integrate knowledge and experience to form a whole with certain connection. This kind of integration is often based on the things around children, integrating relevant knowledge and experience, and forming educational activities centered on social life, so that children can actively learn and expand new experiences in the process of solving problems with existing experiences. This kind of integrated educational activities can not only be accepted by children, but also stimulate their enthusiasm for learning.