Life experience and moral practice are the most important ways of moral learning and moral implementation. In the teaching of lower grade morality and rule of law courses, the students are connected with the reality of life, and the teaching content is carefully designed, starting from the students' life experience and learning interests, to explore and provide time and space for students to explore and experience independently, and to guide students through exploration and learning. Interaction, experience and perception, to obtain their own emotional experience. At the same time, it deepens students' intimacy to the learning content, inspires students' curiosity, and exerts students' subjective initiative, so as to determine students' dominant position in the classroom.

As the saying goes, "There are a thousand Hamlets for a thousand readers." Every child is a different individual, due to the differences in family environment, social relations, education and so on, personality, special skills, needs will also be different. Our garden adheres to the educational concept of "harmony but different harmonious coexistence", to create a warm, comfortable and appropriate educational environment, follow the children as the main body, inspire children to know themselves, adapt to the environment, gradually release their personality, promote the healthy and happy growth of children, get diversified experience, better integrate into the collective life.

Since January 1, 2016, the national population and family having two child policy comprehensively, the whole country gradually ushered in the second the arrival of the age of the child, in terms of my garden at this stage, the second child children have been accounted for dominated nearly 1/5 of the total number of children, for big kindergarten children, all of a sudden more than a new member in the home, he (she) to share the love of your family, Let the orderly life become no longer regular, their psychological more or less confused and anxious, this paper will from the perspective of kindergarten teachers in our kindergarten in the "two-child era" background to focus on the health of children's psychological practice and exploration.

For a long time, kindergarten literature reading course is often a mere formality, preschool children's reading invalid, random phenomenon. In order to improve preschool children's reading interest and reading comprehension ability, teachers should start from the core quality and deconstruct the characteristics of children's literature. Make use of multiple resources to optimize literary reading materials; Integrate contents in various fields and implement rich curriculum activities; Construct performance evaluation system and form reading evaluation model.

Scientific inquiry activities are the process of children finding, analyzing and solving problems. Children's real inquiry begins with the search for answers to questions, which is actually the process of seeking answers to the questions they are interested in with direct perception, personal experience and practical operation. At the same time, in the process of children's SI, teachers should effectively use the interactive strategies of grasping the generation of questions, using questions to promote inquiry and using questions to revitalize inquiry, so as to support and promote children's in-depth learning and inquiry.