It should be noted that the value orientation of China's kindergarten curriculum will not go from one extreme to the other. China's kindergarten curriculum will get a lot of inspiration from early childhood education in western countries, but it will not be completely similar to the curriculum implemented in western countries in the end.
For thousands of years, China's traditional culture is based on adults, and children are only subordinate to adults. This tradition cannot be fundamentally changed in a short time. China has a vast territory, the economic development in different regions is extremely uneven, and the level of culture and education is far from each other. It will take a long time to change this situation. So far, China's school-led educational philosophy is based on psychometrics, which is closely related to China's traditional culture, social values, economic situation and education level. It is not easy to fundamentally change this situation. In particular, China's social culture attaches great importance to common interests, and education attaches great importance to the cultivation of collectivism and commonness, with high enthusiasm. This is completely different from the western society's values of respecting individuals. Under the restriction and influence of many factors, if the value orientation of kindergarten curriculum reform moves from one extreme to the other, it will bring many problems to educational practice.
In China, the curriculum reform of primary schools is also in progress, and the integration and activities of the lower grades of primary schools are a foregone conclusion, which ensures the smooth progress of the curriculum reform of kindergartens.
In this context, today's kindergarten curriculum reform in China presents the following development trends.
(A) the diversification and autonomy of kindergarten curriculum management in China has been diversified and autonomous, and will further develop in this direction.
This development trend of kindergarten curriculum reform is mainly based on the following reasons:
(1) The trend of globalization and the diversified development direction of education have affected the diversification and autonomy in the management of future-oriented, world-oriented and modern kindergarten courses.
(2) China has a vast territory, unbalanced economic and cultural development, unequal educational resources and unrealistic unification and standardization of national curriculum;
(3) 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.
The "Guidelines for Kindergarten Education (Trial)" issued by the Ministry of Education in 20001stipulates the overall educational objectives, educational contents and implementation principles, requiring all localities to formulate guidance opinions, and kindergartens should determine the curriculum according to their own conditions.
Kindergarten curriculum reform pays more attention to children.
On 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. Various theories and educational practices from abroad and some domestic studies will have a further impact on kindergarten curriculum reform. "Pay more attention to children's side", which has not only reached a consensus in concept, but also gradually changed fundamentally in practice. In the past two decades, the experience and lessons of kindergarten curriculum reform have enabled preschool educators in China to gradually understand how to get rid of the traditional way of thinking and effectively interpret rational knowledge into educational practice. For example, in educational practice, curriculum reform focuses on dealing with the relationship between children's generation tasks and teachers' scheduled tasks. On this basis, some courses suitable for China's social and cultural background and beneficial to children's development will inevitably emerge.
(C) 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. Preschool children aged 0-6 have the development trend of integration of education and curriculum, mainly because:
(1) The new progress of brain science makes people realize that 0-3 years old is the fastest and most critical period in a person's life, and it is also the best period to develop his potential. (2) Many countries in the world have various institutions responsible for the care and education of children aged 0-6, so as to comprehensively manage the care and education of children aged 0-6; (3) Due to the decline of the birth rate and the expansion of the educational service function of kindergartens, some kindergartens began to recruit children under 3 years old in the form of parent-child colleges and parent schools to serve children and families. The integration of preschool education curriculum for 0-6 years old has changed the education mode of 0-3 years old children, which is mainly about parenting, into the education mode of combining conservation and education, and has also made a natural connection between the two age groups.
The Integration of Kindergarten Curriculum and Community Education and Service
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. Teachers of preschool education in China are almost entirely trained through the mode of subject education, and it is difficult for most teachers to master the process-oriented kindergarten curriculum from theory to method. Through continuous reflection and summary in the practice of kindergarten curriculum reform, through various forms of training and discussion, including cultivating a new generation of teachers with brand-new ideas, and re-educating in-service teachers through on-the-job training. The goal of improving teachers' level is achievable.
Nowadays, improving the professional level of kindergarten teachers has become one of the most concerned issues for government agencies, academic institutions and educational institutions. With the passage of time, the kindergarten curriculum reform in China will change with the improvement of teachers' quality.