The first thing we should think about is: what is a garden book? What is a course? Kindergarten-based is kindergarten-based, which is based on the reality of kindergarten-based, reflects the characteristics of kindergarten-based, conforms to the social and cultural background of kindergarten-based, and is carried out by kindergarten-based teachers to promote the development of kindergarten-based children and solve practical problems in kindergarten-based education and teaching. Curriculum is a big category, and the curriculum we refer to here is a narrow curriculum, especially the curriculum in school education. Curriculum is a very complex and systematic concept, including curriculum objectives, curriculum content, curriculum evaluation and so on, rather than just a few teaching activities. For most preschool teachers at present, what is lacking is a systematic curriculum concept and knowledge.
Secondly, we should think about why we should create the kindergarten-based curriculum, and what is the starting point of the development of the kindergarten-based curriculum? This is directly related to the effectiveness of kindergarten-based curriculum development. If it is really to improve the existing curriculum in kindergartens and promote the development of children and teachers, then curriculum development should analyze and find out what the main problems are in kindergartens at present, and on this basis, build the curriculum around the process of solving problems. Because it is based on curriculum development to solve practical problems, we will pay attention to the need to learn, understand and apply basic educational concepts, basic knowledge of curriculum and basic methods of curriculum development at the same time, and present the ideas formed by all the people involved in curriculum development through dialogue and cooperation, and understand and share them with others, so as to truly form a kindergarten-based curriculum that reflects the true nature of kindergartens. If kindergarten curriculum development is only to cope with inspection or follow the trend, then curriculum development often does not pay attention to the real needs of teachers and children, and may ignore the grasp of systematic curriculum concepts and development strategies. Then the course is just a piecemeal assembly of some teaching contents, lacking internal logic and system.
Finally, we should think about whether to develop "kindergarten-based curriculum" or realize "kindergarten-based curriculum" from the current level of preschool teachers in China, and which way is more suitable for our curriculum reform. At present, many kindergartens are vigorously compiling their own kindergarten-based curriculum, which may be influenced by school-based curriculum in primary and secondary schools. The school-based curriculum in primary and secondary schools is derived from the basic curriculum stipulated by * * *, which is a supplement to local curriculum and a course to enrich students' spare time. However, because there is no unified basic curriculum in kindergartens, the kindergarten-based curriculum compiled by kindergartens is the sum of all the courses including children's daily life, which are two different categories. In other words, school-based curriculum only plays an auxiliary role for students, while kindergarten-based curriculum plays a decisive and important role. Therefore, for most kindergartens, principals and teachers have no ability to write their own courses (of course, I don't deny that individual kindergartens or teachers have such ability), and it is very worrying to prepare lessons without knowing what the courses are about. Spending a lot of manpower, material resources and financial resources has put a heavy yoke on teachers, and the result is not only not worth the loss, but also likely to delay the development of children.
Looking at the current kindergarten curriculum, although there are many varieties and many excellent ones, there are still many excellent ones after careful search. In particular, some courses are carefully compiled by course experts and first-line excellent teachers, which are very worth using. So since there is such a ready-made course, why go further and do something unrealistic? Is it because only kindergarten-based courses can reflect the strength and characteristics of kindergartens? I don't think so. Kindergartens need "kindergarten-based curriculum" instead of "kindergarten-based curriculum" if they want to embody their own educational and teaching characteristics, that is, how to add their own understanding and adaptation to the existing curriculum according to the actual situation of their kindergartens, and creatively use the curriculum to make it more suitable for their own educational objects, so as to better promote the harmonious development of young children. This is what we have to do and it is also in line with our reality.
On the issue of kindergarten-based curriculum, I always firmly believe this sentence: "There is no best, only the most suitable"!
Question 2: What are the main steps of kindergarten-based curriculum? Usually, the forms of curriculum development are independent development, cooperative development and outsourcing development, among which cooperative development is more commonly used.
Master-style development requires higher professionalism of trainers, which requires not only the accumulation of training management experience for many years, but also the mastery of theoretical knowledge.
The precipitation of practical experience.
Cooperative development because we choose partners to develop courses,
The training department is mainly responsible for project management and process monitoring.
Question 3: What are the textbooks for kindergarten-based courses? Kindergarten, formerly known as Kaner Garden, is a system introduced from Prussia hundreds of years ago, formerly known as nursery and kindergarten. It is a preschool education institution, which is used for the centralized care and education of children, and usually accepts children from three to six years old. The task of kindergarten is to remove the constraints of time, space and environment when the family is cultivating children, so that the children can develop physically, intellectually and emotionally healthily. It can be said that kindergarten is a happy world for children, which can help children to spend their childhood healthily and happily, not only to learn knowledge, but also to get in touch with collective life from childhood. As the foundation of the whole education system, kindergarten education is the preparatory education for children (complete and healthy personality, good behavior habits and preliminary natural and social common sense). There is no obvious distinction between its educational courses, which are probably composed of five fields and various activities, such as language, science, art, health and society. The integration of various fields determines the teaching content. ...
Question 4: What should we pay attention to in the development of kindergarten-based curriculum? The term "kindergarten-based curriculum development" is borrowed from "school-based curriculum development". The term "school-based curriculum development" was first put forward by Furumark and McMullen at the international curriculum seminar held at the University of Ulster in Ireland in 1973. With the establishment of the "three-level curriculum" model in the curriculum reform of basic education in China, the development of school-based curriculum in China is booming. In 200 1 year, the country promulgated the epoch-making "Guiding Outline of Kindergarten Education (Trial)", which inspired more kindergartens to explore and practice kindergarten-based curriculum. Our garden has accumulated some experience in the development of kindergarten-based courses in recent years, which has also triggered some thinking. The following briefly analyzes the research background, research practice, research effect and development reflection of this course.
First, the research background and related concepts of kindergarten-based curriculum development
(A) Research background
Any research has relevant background, and the practical research of curriculum development in our kindergarten is no exception.
1, kindergarten development in development zone is in urgent need.
Kindergarten in Development Zone was founded in 1993, which is the only public park in the zone and the only provincial demonstration park. From June 2008 +2008 10, the Development Zone Management Committee invested 32 million yuan to build a new kindergarten. The kindergarten in the development zone moved to a new location, and the hardware environment was greatly improved. As a result, kindergartens have entered the fast lane of connotation development. After careful discussion, we all agree that the development of kindergarten-based curriculum is the core driving force for the connotation development of our park. Therefore, the development of kindergarten-based curriculum has become a top priority and is in full swing.
2. The demand of teachers' professional development.
Teachers are the key to focus on the connotation of kindergartens and improve the quality of education. However, teachers' professional level and research ability are not optimistic. Therefore, we have been looking for shortcuts to promote teachers' professional growth. Undoubtedly, the practical research of kindergarten-based curriculum development has become an effective way to improve the professional level of teachers in our park.
3. Limitations of current textbooks.
Although there are various textbooks for preschool education at present, we can't find a set of systematic curriculum resources suitable for our kindergarten. In kindergarten-based teaching and research, we find that the existing textbooks have great limitations, which makes teachers have a lot of confusion in curriculum implementation. It has become the consensus of teachers in our college to develop a curriculum system with garden-based characteristics.
4. The necessity of implementing the spirit of the outline
The Guiding Outline of Kindergarten Education (Trial) clearly puts forward that "kindergarten education should respect children's personality and rights, respect the laws of children's physical and mental development and learning characteristics" and "pay attention to individual differences and promote children's individualized development". How to implement the spirit of the outline and the scientific concept of children's education in educational practice is an important proposition that we need to seriously consider.
(2) Related concepts
1, kindergarten curriculum
Feng Xiaoxia, a professor at Beijing Normal University, believes that "kindergarten curriculum is the sum of kindergarten education activities"
2. Kindergarten-based curriculum
In the book "Kindergarten Curriculum Theory" edited by Wang Chunyan, Wang Xiuping and Qin Yuandong, "Kindergarten-based curriculum is based on kindergarten reality, with kindergarten environmental conditions as the background, with children's practical development needs as the starting point and kindergarten teachers as the main body."
3. Curriculum development based on kindergarten
In 2004, the book Research on the Theory and Practice of Kindergarten-based Curriculum compiled by the Teaching and Research Section of Shanghai Education Commission pointed out that "Kindergarten-based curriculum development refers to the relevant research and management process of curriculum selection, curriculum generation and curriculum reorganization by kindergarten organizations and their members according to the spirit of national or local kindergarten education syllabus and the actual needs of kindergarten's own development."
Second, the practical research of kindergarten-based curriculum development
(A) the suitability of curriculum objectives research
Curriculum goal is the embodiment of educational goal and the soul of curriculum. In the study of curriculum objectives in our garden, closely surrounding the five-field education objectives proposed in the Outline and the learning and development objectives proposed in the Guide for Learning and Development of Children Aged 3-6, combining the development needs of children and the educational value orientation of the garden, and drawing lessons from the theme design framework of multi-creative courses, the five-field curriculum objectives of 35 themes have been completely adapted and recreated.
In the study, the first draft of the curriculum objectives of each subject was completed by an active and alternate teacher; Primary and secondary school teachers are responsible for organizing members of the teaching and research group to discuss the first draft, improve the suitability of curriculum objectives, and form the second draft; The third draft was revised and generated by the teaching and research personnel in the park; Under the guidance of urban curriculum experts, the fourth draft curriculum goal of a theme is formed. After the first draft of teachers, the second draft of teaching and research group, the third draft of kindergarten and the fourth draft of curriculum experts, the curriculum objectives of 35 themes in the whole park were established.
In the way of expressing goals, we especially emphasize the importance of "harmony" with the outline ...
Question 5: Advantages and disadvantages of kindergarten-based courses It is too early to talk about the advantages and disadvantages of kindergarten-based courses. First, the kindergarten-based curriculum has not been popularized, its advantages have not been fully exerted, and its shortcomings have not been fully demonstrated; Second, most of the current "kindergarten-based courses" are flickering, in order to grab students and raise tuition prices; Third, most kindergartens simply do not have the conditions to offer kindergarten-based courses. This is just a slogan. So the basis for answering this question is not very sufficient. So what is a garden book? What is a course? Kindergarten-based is kindergarten-based, which is based on the reality of kindergarten-based, reflects the characteristics of kindergarten-based, conforms to the social and cultural background of kindergarten-based, and is carried out by kindergarten-based teachers to promote the development of kindergarten-based children and solve practical problems in kindergarten-based education and teaching. Curriculum is a big category, and the curriculum we refer to here is a narrow curriculum, especially the curriculum in school education. Curriculum is a very complex and systematic concept, including curriculum objectives, curriculum content, curriculum evaluation and so on, rather than just a few teaching activities. For most preschool teachers at present, what is lacking is a systematic curriculum concept and knowledge. Obviously, this is the advantage of kindergarten-based curriculum, that is, it has its own characteristics, its own goals and program system, its own teaching material system and evaluation system, so that kindergarten surnames | "Young" can make children grow up happily, and kindergartens can never run preschool classes.
Secondly, we should think about why we should create the kindergarten-based curriculum, and what is the starting point of the development of the kindergarten-based curriculum? This is directly related to the effectiveness of kindergarten-based curriculum development. If it is really to improve the existing kindergarten curriculum and promote the development of children and teachers, then curriculum development should analyze and find out what the main problems are in kindergartens at present, and on this basis, build the kindergarten curriculum around the process of solving problems. Because it is based on curriculum development to solve practical problems, we will pay attention to the need to learn, understand and apply basic educational concepts, basic knowledge of curriculum and basic methods of curriculum development at the same time, and present the ideas formed by all the people involved in curriculum development through dialogue and cooperation, and understand and share them with others, so as to truly form a kindergarten-based curriculum that reflects the true nature of kindergartens. This is an advantage, but there is still a long way to go.
Finally, we should think about whether to develop "kindergarten-based curriculum" or realize "kindergarten-based curriculum" from the current level of preschool teachers in China, and which way is more suitable for our curriculum reform. At present, many kindergartens are making great efforts to write their own kindergarten-based courses, but for most kindergartens, principals and teachers do not have the ability to write their own courses. It is very worrying to write a course without knowing the content of the course. Spending a lot of manpower, material resources and financial resources has put a heavy yoke on teachers, and the result is not only not worth the loss, but also likely to delay the development of children. This is an obvious shortcoming.
In fact, in order to realize our own educational and teaching characteristics, what we need is not a "kindergarten-based curriculum", but a "kindergarten-based curriculum", that is, how to add our own understanding and adaptation to the existing curriculum according to the actual situation of our own kindergarten, and creatively use the curriculum to make it more suitable for our educational objects, so as to better promote the harmonious development of children. This is what we have to do and it is also in line with our reality. Therefore, it is still too early to draw conclusions. The road needs to be explored and advanced, and it is the best conclusion not to draw a conclusion first.
Question 6: How should kindergartens develop kindergarten-based curriculum? First of all, before developing the "morning reading" course, Punan Kindergarten objectively analyzed the kindergarten environment, including the manager's experience, the original curriculum foundation, the teachers' conditions, the hardware status and so on. Punan Kindergarten is a kindergarten with language education characteristics. Teachers have accumulated rich experience in language education and have all the conditions for developing courses.
Secondly, the development of curriculum is not arbitrary, and the scientific value of the developed curriculum must have strong scientific basis and demonstration. When developing kindergarten-based curriculum, some kindergartens study whatever comes to mind, without considering the value of the curriculum, nor paying attention to the development needs of children, and lacking theoretical analysis of the curriculum value. As an important part of a complete language, the theme of curriculum development in Punan kindergarten can not only promote the development of children's language listening and speaking ability and reading and writing ability, but also help children develop a correct attitude towards books and a correct way to obtain information. At the same time, this is also an area of great interest to children, which is of great significance to the development of children's language ability.