First, expand the organizational form of the course.

District corner activity is an expansion of the original curriculum organization form, which can provide more personalized and targeted education programs for each child. Every child is a unique individual, and the differences of each individual are not only differences in age and cognitive ability, but also differences in psychological characteristics, cognitive structure, learning style, growth experience, family background and many other aspects. Therefore, the implementation of education must follow the characteristics and differences of children, and district corner activities, as a form of educational activities focusing on children's personalized learning, can ensure that children provide rich materials with teachers to meet their learning interests, needs and more personalities.

Second, balance the content system of the course.

District corner activities have the characteristics of open environment, rich materials, wide content and free form, and pay more attention to the process of children's experience construction and the selectivity of children's independent learning. For every child who takes part in corner activities, he can learn and accumulate individual experience according to his own internal needs, development speed and work rhythm, and he can also share and communicate with his peers and groups while constructing himself, so as to better grasp the relevance and order of things and grow together. Therefore, district corner activities can be combined with many activities in content and organization, especially some content systems that need children to operate, explore and discover themselves, which can undoubtedly play a role in making up and balancing.

Value:

First, subject participation is conducive to promoting children's autonomous learning.

Regional corner activities are the best way to maximize the development of children's autonomy and initiative. In corner activities, children can carry out independent activities according to their own interests and abilities, and the learning environment is relaxed and free. In the semi-closed barrier, children can freely choose, fiddle, operate and explore, and accumulate and construct their own experiences and feelings through practice.

Second, positive reflection is conducive to promoting teachers' professional growth.

As regional corner activities are educational activities of individuals or groups, teachers face every child in regional corner activities. In the process of corner activities, teachers can start from children's development needs and interests, strive to improve their educational behavior and ability, change from a teacher who studies children to a guide who studies children, and fully explore their learning potential. Corner activities provide a way for teachers to promote independent thinking and improve their professional ability through positive reflection and positive interaction between teachers and children in a limited time and space environment.