A Comparative Study of Experiential Teaching Methods in Chinese and American Preschool Students

Abstract

With the international development of education, how to improve the quality of preschool education has become a hot issue of concern to all countries. Some researchers have found that the use of experiential teaching methods can improve the quality of kindergarten education, but there is still a lack of comparative study on the application of Chinese and American kindergartens. Therefore, the research topic of this paper is the embodiment of experiential teaching methods in Chinese kindergartens. The study found that experiential teaching in Chinese kindergartens is mainly used for extracurricular quality education, with educators focusing more on teaching knowledge and values to enhance the development of children's sense of community. Therefore, experiential teaching methods are often found in language classes and various extracurricular recreational activities, while in the United States, they are used to cultivate professionalism in various disciplines, with educators favoring the cultivation of children's interests and creativity, and teachers paying more attention to the children's learning and exploratory process. The application of experiential teaching methods in both countries improves students' abilities at different levels. This paper hopes that by comparing the application of experiential pedagogy in kindergartens in China and the United States, the two countries will complement each other's strengths and weaknesses, gain insights from each other's educational practices, and hope that educators in each country will strive for a lifelong improvement in the quality of preschool education.