Autonomy and diversification of kindergarten curriculum is a direction of new curriculum reform in recent years. The "second-phase curriculum reform" of Shanghai preschool education fully embodies the guiding ideology of "principle standardization and direction guidance", endows kindergartens with greater rights of curriculum development, and encourages kindergartens to design practical curriculum schemes and creatively implement the curriculum on the premise of following the basic concept of curriculum design and combining the actual situation and school-running style of the kindergarten. To achieve this goal, it depends on the kindergarten to truly implement the core spirit of curriculum reform in the curriculum implementation plan and implement it in practice. Some kindergartens have exposed some problems in curriculum arrangement. For example, children's independent games and sports are not guaranteed; Another example is that the curriculum structure is loose, the content is complicated, bloated or missing, and the integrity is not strong. These problems actually reflect the shortcomings of kindergarten in the overall curriculum design and planning. Therefore, further clarifying the significance of kindergarten curriculum planning, enhancing teachers' research and development ability and improving the quality of curriculum implementation are important contents of current kindergarten curriculum reform, and also work to be strengthened in theory and practice. Next, let me talk about the idea of making a kindergarten curriculum implementation plan.
First, we should conform to the mainstream and be full of personality.
Kindergarten curriculum plan is the preset plan of kindergarten curriculum. The ideal curriculum implementation plan should not only conform to the mainstream values of curriculum reform, but also fully show the characteristics of kindergartens themselves.
1, according to relevant laws, regulations and policies.
At present, some kindergartens give teachers full autonomy in curriculum implementation, but due to the lack of effective normative mechanism and appropriate evaluation criteria, some teachers are very arbitrary in the choice of curriculum content and the implementation of curriculum plans. There are also some teachers who lack the basic theory and experience of curriculum design and the ability to independently analyze and evaluate different forms of curriculum resources. This makes their curriculum implementation plan lack of scientificity, applicability and feasibility.
Therefore, whether the kindergarten curriculum is kindergarten-based or class-based, the curriculum objectives and contents should reflect the spirit of national and local laws and regulations and be consistent with the development direction of kindergartens; The curriculum and structure should be clear and reasonable, which can reflect the enlightening and holistic characteristics of preschool education; The arrangement and design of the curriculum should pay attention to comprehensiveness, interest and activity, and meet the development needs, abilities, interests and experiences of children; Curriculum evaluation and children's development evaluation should be regular and regular, and the evaluation criteria should echo the curriculum objectives. This is the basic basis for compiling the curriculum implementation plan.
2. Based on the realistic conditions and development needs of kindergartens.
If a curriculum implementation plan is universal, but not targeted, it can not meet the specific needs of kindergartens. Therefore, it is an important standard for making kindergarten curriculum plan.
First, we should base ourselves on the development foundation and reality of kindergartens. The differences in geographical environment, teachers' level, students' quality and resource conditions make the school-running conditions and educational foundation of each kindergarten different. Kindergarten should face up to this point when making curriculum plan, establish appropriate curriculum objectives and development vision from the realistic conditions, and plan kindergarten curriculum implementation.
Second, we should pay attention to the inheritance and development of kindergarten curriculum. Every kindergarten has its own curriculum culture and characteristics, and kindergartens should systematically think and sort out this, focusing on analyzing and summarizing the advantages and disadvantages of this kindergarten curriculum. Strengths are the basis for the formation of kindergarten characteristics, while weaknesses are often both "bottlenecks" of development and new growth points. Therefore, the effective use of its own curriculum culture and curriculum characteristics and the proper handling of the relationship between curriculum inheritance and development can promote the development of kindergarten curriculum and further highlight the advantages of kindergarten.
Second, the curriculum structure is clear and reflects the needs of development.
A complete curriculum plan should include the current situation of kindergarten development, curriculum concept and characteristics, curriculum objectives, curriculum structure and setting, curriculum content, curriculum implementation suggestions and curriculum evaluation suggestions. Among them, for most kindergartens, the most difficult thing to grasp is the curriculum structure and setting, that is, what activities kindergartens should provide for children and how to coordinate the proportion of these activities. In this regard, the author has three suggestions.
1, optimize the structure
The so-called "optimized structure" advocates that kindergartens should re-analyze the value, function and relationship of various activities in the curriculum system on the basis of examining the curriculum objectives, and pay attention to the consistency of objectives and the complementarity of forms and functions, so as to determine the types and activities in kindergartens and form the curriculum structure. Kindergarten in the specific operation can highlight two consciousness:
The first is comprehensive consciousness. In the process of planning the curriculum structure, teachers should not only ensure the basic development of children by systematically organizing and arranging various activities, but also embody and implement the school-running characteristics (satisfying children's personality hobbies and special needs) and personalized development in the curriculum structure based on the existing school-running concepts and characteristics of kindergartens.
The second is scientific consciousness. Correctly handle the relationship between various activities to ensure the suitability of each content at different ages; Organize various activity types and activities in a certain form to form a clear curriculum structure.
2. Balanced proportion
Balanced proportion advocates that the activity items and contents in kindergarten curriculum structure should be kept in a reasonable proportion, that is, teachers should balance the content and time of various activities under the guidance of relatively scientific principles, and work actively and creatively to avoid bringing too much potential randomness to education and teaching. Kindergarten can grasp four balances in concrete operation: (1) the balance of four activities in kindergarten: the time for children of all ages to carry out four activities (life, sports, games and learning) is clearly and appropriately planned as the basis for activity selection and organization. (2) Balance between characteristic activities and common activities: consider the value orientation, content and proportion of characteristic projects as a whole. (3) Balance between theme activities and theme activities: We should not only consider the relationship between theme activities and theme activities, but also pay attention to the balance of educational content in five major areas, as well as the balance between theme and non-theme activities, so as to make overall planning and arrangement for the course content. (4) The balance between children's subjectivity and teachers' dominance: it is necessary to ensure the time for children to play and entertain independently, and to ensure the time for teachers to guide children to explore and learn, and at the same time pay attention to the integration and transformation of these two activities.
Step 3 perfect the arrangement
Although kindergartens give teachers flexibility in curriculum planning, the greater the flexibility, the better. The ideal curriculum management should make detailed arrangements for the implementation of kindergarten curriculum, and then each grade group should make appropriate adjustments according to the actual situation, so that the teaching guarantee work will form a stable and orderly benign development trend, and the curriculum objectives will be better implemented day by day.
1, one-day (weekly) activity arrangement and work and rest schedule of kindergarten. First of all, strictly abide by the relevant national and local regulations, reasonably arrange various activities, take games as the basic activities, and ensure that children have two hours of outdoor activities every day. Secondly, the time schedule should be adjusted according to the characteristics of different age groups, seasons and regions. Third, we should follow the principle of alternating static and dynamic activities and combine indoor and outdoor activities, class activities, group activities and individual activities to improve the efficiency of children's activities and promote their healthy development.
2, kindergarten large-scale activities and special room activities and other arrangements. In addition to regular one-day activities, kindergartens should make plans and arrangements in advance before carrying out various large-scale activities, social practice activities, characteristic activity rooms, mixed-class and mixed-age activities and parent-child activities. In addition, kindergartens should make specific arrangements for the allocation of outdoor public venues, teaching instruments and equipment, multi-function halls and other resources, formulate detailed rules and requirements, and improve the efficiency of use.
Reasonable curriculum structure and setting should not only reflect the spirit of curriculum reform, but also pay attention to the development needs of children, teachers and kindergartens themselves, and maximize the exploitation of kindergarten curriculum resources.
Third, R&D interacts with practice to improve the quality of courses
The research and development of curriculum implementation plan needs teachers' enthusiasm and wisdom; Similarly, the implementation and development of the curriculum plan also requires teachers to go all out and help each other. Only when R&D and implementation are "seamlessly connected" can we really play a role in planning and guiding curriculum plans and improve the quality of curriculum implementation.
It is not difficult to find some problems that should be avoided by reflecting on the current curriculum implementation plans formulated by some kindergartens. For example, it is too grand to be divorced from the realistic conditions and foundation of kindergartens, and the feasibility of the scheme is poor; Scheme formulation is a mere formality, divorced from reality; Behind closed doors, a few people monopolize the right to make plans; Excessive pursuit of kindergarten characteristics, unconventional, regardless of the actual needs of young children, and so on. The exploration of kindergarten curriculum implementation scheme is still in the initial stage, so it is necessary to proceed from reality and make a down-to-earth study to meet the needs of children's development and the requirements of curriculum reform.
Kindergarten curriculum implementation plan 21. Kindergarten curriculum concept:
Based on the development of young children.
Second, the kindergarten curriculum objectives:
Through the implementation of this course, the development of children's cognition, skills, emotions and attitudes will be promoted, and children will become healthy and lively, full of curiosity, civilized and happy, close to nature, care for the environment, brave and confident, and have a preliminary sense of responsibility.
Third, the specific objectives of the course:
1, initially understand and abide by the rules necessary for common life, and realize and know the importance and happiness of mutual care and cooperation between people.
2. Initially form civilized and healthy life attitudes and habits, do what you can independently and confidently, and have a preliminary sense of responsibility.
3, active activities, enhance physical fitness, improve sports ability and action safety.
4, close to nature, contact with society, a preliminary understanding of the interdependence between people and the environment, and have an interest in understanding and exploring.
5, initial contact with multiculturalism, can discover and feel the beauty in life, sprout aesthetic taste.
6. Actively try to express and express life in nonverbal ways such as language, and have certain imagination and creativity.
Fourth, the characteristics of the course:
Life-emphasizing that learning content comes from children's lives, paying attention to children's real life situations and experiences, choosing curriculum content and designing educational activities around the' core experience' of children's lives, and implementing the requirements of the "Guidelines for Kindergarten Education": "Considering children's current level, it is also challenging; It not only meets the actual needs of children, but also benefits the long-term development of children; Choosing things and problems that children are interested in is not only close to their lives, but also helps them accumulate experience and broaden their horizons. "
Integration-pay attention to the balance of curriculum organization, make the curriculum content organically connected, fully tap and utilize the surrounding local resources, integrate educational forces, and let children have a good educational environment. It is emphasized that "the contents of various fields are interrelated to promote the development of children's emotions, attitudes, abilities, knowledge and skills from different angles" proposed in the Guiding Outline of Kindergarten Education, so as to promote the all-round, comprehensive and harmonious development of children.
Experience-follow the laws of children's physical and mental development and learning characteristics, adhere to the educational concept of "growing through experience", create a changeable supporting environment, make full use of rich and diverse resources and forms, and stimulate children's initiative and creativity in learning.
Interaction-pay attention to the effective interaction between children and people and things around them, and guide children to discover the world through active interaction with environment, materials, peers, teachers and communities.
Five, kindergarten curriculum and organizational form:
Curriculum: Our park enrolls children aged 3-6 full-time. According to the age of children, they are divided into three age groups: small class (3-4 years old), middle class (4-5 years old) and large class (5-6 years old), and corresponding courses are set according to the different age characteristics of children. According to the syllabus, the courses in our garden mainly include:
Children's experience activities: once a month experience activities and all kinds of parent-child experience activities (parent-child games, parent-child production, parent-child performances, parent-child sports meetings, parent-child spring outing, etc.). ). Children's reading activities: weekly reading group activities, each semester 1-2 reading special activities (parent-child reading, story-telling competition, picture-reading and story-making competition, etc. ), weekly special room activities, reading areas of each class, etc.
Basic courses: refer to the curriculum guide of preschool education, including life, sports, games and study. Through the implementation of basic courses in children's daily activities, we pay attention to the feelings and acquisition of children's experiences, promote the development of children's cognition, skills, emotions and attitudes, and make children healthy, lively, curious, civilized and happy, close to nature, caring for the environment, brave and confident, and have a preliminary sense of responsibility.
Life activities: The purpose is to make children independently and consciously develop various self-care abilities in real life situations, form healthy living habits and communication behaviors, and grow up happily, safely and healthily in common life. The main contents are self-care, communication etiquette, self-protection, environmental sanitation, living rules and so on.
Exercise: It aims to improve children's physical fitness, sports coordination ability and ability to adapt to the environment, and lay the foundation for their healthy physique. The main contents include gymnastics, rhythm, sports meeting, equipment practice, natural factor practice and so on.
Game activities: It aims to meet the needs of children's spontaneous activities, develop children's imagination, creativity and communication and cooperation ability, and promote the healthy development of children's emotions and personality. Game activities are mainly composed of role games, structural games, performance games and free activities.
Learning activities: the purpose is to stimulate children's active exploration and positive experience, so that children can make continuous progress in cognitive ability and attitude, and lay the foundation for their follow-up study. Learning activities are mainly carried out through a number of hierarchical and reticular theme activities and various special activity rooms. Theme-based learning activities mainly include nine themes in three age groups: university, middle school and junior high school.
Six, kindergarten curriculum implementation evaluation and adjustment:
Kindergarten curriculum implementation evaluation: the kindergarten curriculum leading group undertakes information collection, curriculum evaluation and adjustment, guidance and other work. , and regularly collect information about the implementation of curriculum ideas, the choice of curriculum content, the application of organizational forms, children's needs, the preparation of resources, the characteristics of teacher-student interaction, and the short-term and long-term effects. Specific methods include: classroom teaching, half-day activity survey, special exchange, various teachers' regular meetings (regular meetings of teaching and research team leaders, regular meetings of main courses, teaching and research activities, etc. ), various questionnaires (teachers' questionnaire, parents' questionnaire), children's level survey, parents' forum, etc. , so as to comprehensively and comprehensively understand the implementation of curriculum objectives and contents and the implementation effect, as a reference for curriculum adjustment and evaluation.