Research on the Improvement of Teaching Methods in Preschool Inclusive Education

Chen Jingyi, Li Anqi, Wu Shouyan, Yuan Fei^*, Du Yuqian

Zhejiang Normal University

Abstract：

Preschool inclusive education serves as a crucial practical model for promoting the integrated development of young children with special needs and typically developing children. The appropriateness of its teaching methods directly determines the quality of integrated education. At present, preschool inclusive education generally faces prominent problems, including insufficient hierarchical design of teaching activities, inadequate guidance for peer interaction, and shortages of environmental materials and professional support. These issues result in the superficial integration of inclusive education that merely stays at the level of physical co-enrollment. Based on the Zone of Proximal Development Theory and Multiple Intelligences Theory, this paper conducts an in-depth analysis of the aforementioned problems and proposes a three-in-one strategy for teaching improvement. It is essential to establish a hierarchical teaching system grounded in dynamic evaluation, create structured peer collaboration and inclusive class culture to enhance teacher-child interaction, and construct a tripartite support system covering environmental resources, teaching materials and professional talents to consolidate the foundation of teaching guarantee.

Key Words：

preschool inclusive education; teaching methods; differentiated teaching; cooperative learning; educational support