Action Research on the Design of Language-Based Kindergarten Activities: Integrating Traditional Poetry Teaching

The design of teaching activities for preschool undergraduates plays a crucial role in enhancing the integration of traditional culture into kindergarten teaching. However, existing research predominantly focuses on the procedural steps of teaching activity design, often adopting a single-dimensional perspective. To address this limitation, this study examines three key dimensions—language form, organizational framework, and content understanding—as research variables. These dimensions are integrated with a qualitative textual analysis of the steps involved in teaching activity design. The study involves two classes of third-year preschool undergraduates, using the "teaching, learning, and evaluation" approach as the implementation pathway to explore the design of teaching activities in the context of "Poetry Teaching." An experimental study was conducted to evaluate the effectiveness of the "teaching, learning, and evaluation" approach in the design of "Poetry Teaching" activities. The results indicate significant differences in language forms, organizational frameworks, and content understanding across the two classes, with the most pronounced differences observed in the content understanding dimension. Additionally, issues were identified in the organizational frameworks, design concepts, and activity objectives. Based on these findings, it is recommended that subsequent instruction in teaching activity design should focus on enhancing students' abilities in organizational structure, design concept formulation, and activity goal setting. Furthermore, increasing students' familiarity with poetry and their ability to critically evaluate activity designs will contribute to improved proficiency in designing "Poetry Teaching" activities.