This development trend of kindergarten curriculum reform is mainly based on the following reasons: the globalization trend and diversified development direction of education have affected the diversification and autonomy of modern kindergarten curriculum management facing the future and the world; China has a vast territory, unbalanced economic and cultural development, unequal educational resources, and unrealistic unification and standardization of courses nationwide; The basic orientation of national curriculum reform emphasizes meeting children's interests and needs, so that every child can develop at the original level. Only diversified and independent curriculum management can ensure the development of curriculum reform in this direction.
2. Kindergarten curriculum reform pays more attention to children.
Under the premise of fully considering the social and cultural background and knowledge nature of China, the kindergarten curriculum in China will pay more attention to the children's side, respect the rights and interests of children's activities, meet the needs of children, pay attention to the process of children's activities and pay attention to the development of each child at the original level, not only in concept but also in practice; At the same time, it will also pass on the valuable knowledge and skills recognized by the society to children in a way suitable for children. ?
3, 0-6 years old preschool education curriculum integration
In China, kindergarten curriculum has always been considered as a curriculum designed for children aged 3-6 who receive education in kindergartens. In recent years, the kindergarten curriculum began to extend downward, serving children under 3 years old and their parents, making the education of children aged 0-6 years old tend to be integrated. The educational curriculum of preschool children aged 0-6 has an integrated development trend.
4. Kindergarten curriculum should be combined with community education and services.
The development of kindergartens in China tends to rely on the community. The service function of the community is constantly expanding and strengthening, and the comprehensive utilization of community resources has attracted much attention. Kindergartens rely on and integrate into the community. Its value is not limited to the use of community resources, but more importantly, it strengthens the education and services for preschool children and their families at the macro level, which is all-round, multi-level and multifunctional. The integration of kindergarten curriculum with community education and services will bring new ideas and development opportunities for kindergarten curriculum reform in China.
5. Pay attention to the improvement of teachers' professional level.
The problems in the practice of kindergarten curriculum reform in China are closely related to the level of teachers. To some extent, the level of teachers has become the key factor to determine the success or failure of kindergarten curriculum reform in the future, because the goal pursued by kindergarten curriculum reform can only be reflected by the change of teachers' educational behavior. Paying attention to the improvement of kindergarten teachers' professional level is not a problem of kindergarten curriculum reform itself, but an urgent problem to be solved in kindergarten curriculum reform in China.