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, active and interactive processes. This involves the "appropriate teaching methods" in curriculum implementation. Lillian Katz, a famous American preschool education expert, clearly pointed out in Dialogue with Preschool Teachers: "Appropriate teaching methods should provide children with enough opportunities to interact with all kinds of adults, children and materials, and directly interact with real objects and environments." In other words, the teaching methods suitable for children should be mostly informal and unstructured, in which children can interact with the real environment, materials, teachers and peers. The new "Outline" points out in the general rules: "Kindergarten education should respect the laws of children's physical and mental development and the characteristics of learning, pay full attention to children's experience, 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, make education entertaining, and prevent and correct the tendency of" primary school "in kindergarten education. The low structure and informality of the region just meet the conditions and requirements. In regional activities, children have the right to learn independently, consciously, independently, freely and happily. Under the guidance of "Outline", our park advocates autonomous learning, cooperative learning and inquiry learning in curriculum design and implementation, and emphasizes children's active participation, mutual cooperation and active exploration in the learning process. In 27, our kindergarten started the research on the municipal project "Exploration of Integrating Local Culture into Early Childhood Education Activities". Our kindergarten in Jiang 'an County is located in a rural county, which is endowed with unique environmental resources and local resources. The vast rural fields contain a lot of local materials, have a broad space for activities, and have a simple humanistic style, which is 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 cultivating children's feelings of loving their hometown from an early age. Therefore, we should fully tap and make use of local cultural resources to educate children, so that children can feel, appreciate and experience the happiness of being children in small counties, and cultivate children's mind and ability to inherit and develop outstanding human cultural heritage from an early age. In the study, we found that the value of making full use of local cultural resources to carry out activities is not only to inherit local culture, but also to promote 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 on children. In particular, it is important for children to explore and explore actively in the activities to create areas that fully penetrate the local cultural characteristics, which plays an important role in their development in all aspects. Over the past few years, teachers have gained some insights on how to integrate local culture into regional activities:

(1) Using the social natural environment to carry out wild local cultural regional activities, according to "We should be close to animals and plants, observe, understand and take care of them, and have the consciousness of loving nature, cherishing natural resources, caring for and protecting the environment" and "Contact with water, soil, sand, stone and stone" in the Guiding Outline of Kindergarten Education (Trial). Observe and feel the natural phenomena such as wind, snow, rain and thunder, and understand their significance and their relationship with people's lives. Kindergartens should constantly tap the nearby natural environment resources and make use of the exercisable factors of the surrounding natural environment to carry out pleasant outdoor regional activities. Over the past few years, we have taken our children all over the streets, scenic spots, fields, hilltops, various characteristic fruit bases, bamboo carving craft factories, etc. For example, we have taken our children "hiking" to the Yangtze River, and the wide sand has become a natural activity place for children. The pebbles, river sand and old branches on the roadside have become activity materials, and the children are happy to build castles, make birthday cakes, draw pictures and run in it. Together with the children, we came to the "xi jia shan Folk House, a walking dictionary of folk culture in southern Sichuan". The 1,56-square-meter, 123-room, 4-year-old residential manor with perfect Confucian farming culture and folk customs became the children's activity area, where the children experienced, felt and explored themselves, and looked at the garden layout, architectural decoration, folk customs and garden ecology of the residential houses 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 arouse children's interest and stimulate their desire to explore. Children's carefree and free activities enrich children's activities, improve their enthusiasm for activities, narrow the distance between children and nature, history and modernity, satisfy their desire to be close to nature, and make children's nature fully exerted, their autonomy gradually improved and their sports enthusiasm more intense. 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 wild activities." We give full play to our local advantages, breaking the previous situation of "locking up" children in kindergartens or even "teaching" in classrooms, and actively taking advantage of the social and natural environment to carry out lively outdoor regional activities with full consideration of safety. On the narrow paths, ridges and stone roads in the countryside, when plums are ripe, they climb to the trees to pick plums, and when summer oranges are ripe, children can move freely in the interaction with the environment and materials, fully develop their comprehensive ability in 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.

(2) Use local culture to carry out pure and simple regional activities. The unique local culture makes kindergarten children have unique regional activities. Dewey once said: "Only when society and children find a balance point can children have real interest in activities." In combination with the theme activities, we have created special areas such as "Walking into the Drama-Orange Town Stage", "Folk Street", "Farmhouse Courtyard", "Strange Stone House", "Gourmet Street" and "Bamboo Art Space" in the park, and put in a large number of local materials for children to enjoy and entertain, which greatly satisfied children's interest in exploration and received unexpected results. For example, in the "Hometown Snacks", children made "huang ba", "Hongqiao Zhuziba" and "Bamboo Rice" according to their own life experience, and enjoyed the delicious snacks in their hometown with relish. In the "National Theatre Academy", children brought with them information about the establishment of the "National Theatre Academy", why they moved to Jiang 'an, and some famous people trained here, etc. In addition, children and teachers went to the "National Theatre Academy Exhibition Hall" to see and feel some knowledge and experience, and created this activity area together with the teacher, imitating and creating in the activity corner.

(3) Using parents' resources to carry out regional activities with local cultural flavor "Guidelines for 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 distinctive courses to the regional activities of kindergartens. For example, every spring, our kindergarten organizes "parent-child spring outing activities", in which parents and children walk along the ridges, pick wild flowers, catch tadpoles, catch grasshoppers and crabs, and teach them knowledge of nature during the activities; 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 techniques to the kindergarten "Bamboo Craft Zone" to carve on the spot and teach children some simple bamboo carving techniques; 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 have experienced a sense of responsibility in the process of teaching their children, and children are proud of their parents, making their homes form a joint force.

(4) take the local cultural theme inquiry activities as the main line, and organically penetrate regional activities. In the research, under the guidance of "Kindergarten Work Regulations" and "Kindergarten Education Guidance Outline", following the characteristics of children's physical and mental development, we generally conceive the kindergarten curriculum system, screen out the most typical and representative local cultural education contents from local cultural brands, which are close to children's daily life knowledge and experience and can be accepted by children, and classify 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 named "Doll Traveling to Jiang 'an" were formed. Regional games are the purpose of realizing theme education.