Generative curriculum refers to the curriculum content or theme formed by children's spontaneous problems in learning activities, game activities and life activities. Generative curriculum actually puts forward higher requirements for teachers, requiring teachers to have a child-oriented educational concept, be good at observing children, be good at catching problems in children's activities, design themes from problems generated by children, and provide children with rich learning materials.

The implementation of generative curriculum in kindergarten depends on the actual situation of kindergarten: children's learning ability, knowledge and so on. Teachers' teaching adaptability, knowledge level and understanding of children, etc. The number of kindergarten classes ... is generally divided into the following levels:

1. In group activities centered on presupposition, children have problems related to or unrelated to the preset theme. Teachers pay attention to the problems generated by children in class and give feedback on the spot, but they don't organize teaching activities according to the problems generated by children.

2. In group activities based on presupposition, children have problems related to or unrelated to the preset theme. Teachers pay attention to the generation of children in class, and have feedback on the spot. After class, they will think and prepare as future teaching content or theme.

3. In the group activities based on presupposition, children have questions related to or unrelated to the presupposition theme, and the teacher gives some responses on the spot, integrates with the presupposition content, properly develops the generated theme, and completes the presupposition curriculum at the same time, which requires all aspects of the teacher.

4. In corner activities, children are mainly born spontaneously, and teachers give appropriate help and guidance.

5. In children's free activities, it is entirely spontaneous by children, and teachers observe and capture valuable information.