Kindergarten curriculum reform has always been the focus and core topic of preschool education reform. In the upsurge of curriculum reform, there are the following cognitive deviations: ① takenism. In order to follow the fashion, some kindergartens copy it completely without thinking, ignoring the regionality and nativity; 2 blind obedience psychology. What others say leads to frequent changes in the curriculum, and teachers are at a loss; (3) quick success and instant benefit, impetuous psychology. Some kindergartens have the so-called "kindergarten-based curriculum" in an instant. But the real "kindergarten-based curriculum" should have its own independent theoretical system, considering the balance of education from the goals and fields.

To get out of these misunderstandings, as a kindergarten manager, we must first be clear-headed and grasp the direction and pulse of curriculum reform. Develop a set of high-quality kindergarten curriculum by curriculum experts and experienced teachers. Therefore, for managers, his job is to guide teachers how to creatively use these text courses, learn to choose and supplement high-quality educational resources, and make courses and educational activities fit their educational objects to the greatest extent through the process of curriculum, so as to realize "constant change". Next, taking the practice of our kindergarten as an example, we will talk about the formulation process of kindergarten-based curriculum.

First, before the course review

Curriculum audit is the curriculum management policy that our park has always adhered to. Under the guidance of the integration concept of "Guiding Outline of Kindergarten Education (Trial)", a new textbook "Integrated Curriculum of Kindergarten Activities" published by Nanjing Normal University and edited by Teacher Zhou Jing appeared in our garden. Although the new textbook is flexible, there are differences between the region and the surrounding environment when using it. Therefore, before carrying out educational activities, we take the discussion mode of preparing lessons collectively and then returning to personal reflection to conduct in-depth research on the teaching materials. The specific operation method is that before each theme is implemented, the teaching and research team leader is responsible for organizing the grouping and reviewing the course with the grade group as the cooperative unit.

Although the course review in our garden has made some achievements, there are still some problems. First, there are few actual participants, often the teaching and research team leader or one or two backbone teachers play the leading role, while most teachers only participate as observers, lacking personal thinking and opinions. Second, the curriculum review is superficial, and teachers pay attention to the teaching progress and the operability of teaching plans, but lack of in-depth thinking and combing of curriculum resources. This hinders the professional growth of teachers and the construction of kindergarten-based courses. To this end, we have made some reforms to the collective lesson preparation system with the "course review table" as the main line (the course review table is attached).

In order to avoid the situation that only a few people speak during the course review, we require each teacher to preview the teaching materials before the review, find problems, find problems, and make records in time so as to exchange discussions during the course review. Here, we intend to urge teachers to make good preparations before the review by filling in three aspects: "My Question", "My Resources" and "Environmental Plan" (see attached table). In this way, we can discuss the key points and puzzles in the teaching plan, exchange ideas and experiences, enrich the good experiences and practices in the previous teaching practice, and gather the wisdom of the group. With the preparation for review before class, teachers naturally "have something to say" in the review before class, avoiding blindness and randomness.

Second, the course is under consideration.

(1) program arrangement

1. Review and summarize the last topic, and do a good job in connection and communication between topics. As the beginning of deliberation, we mainly share and exchange experiences around the recently implemented themes, such as the more successful characteristic activities of each class, the highlights of the class environment, the difficulties and puzzles in specific teaching situations, and so on.

2. Analyze the current theme background, discuss the problems collected in the "Course Review Form", seek the help of peers, and modify some activities purposefully. In the process of implementation, we found that some topics are empty, and several activities should be abandoned or merged; Some topics can be expanded on the original basis to fully tap their educational value. For example, according to the children's attention to Shenzhou VI at this stage, we added a series of activities with the theme of "lovely motherland"; Some themes can be designed by yourself, and can be interspersed with practical theme activities that have been practiced before. For example, according to the results of teachers' practice, the theme activity of "changing the world" is interspersed in the middle class and the theme activity of "useful newspaper" is interspersed in the large class, so as to enrich the characteristic educational resources of the park and creatively use the teaching materials.

3. Collect and sort out the educational resources, which will be distributed by the teaching and research team leader as a whole, and make good preparations in the early stage. Because there are few supporting pictures and audio-visual materials in the course texts we use, although it leaves room for teachers to create, it also increases the difficulty of teachers' already heavy teaching work. In order to carry out the course smoothly, we have changed the distribution management mode of individual homework in the past. Under the unified deployment of the course leaders, each class actively receives tasks and shares educational resources according to its own resource advantages.

4. Environmental planning and design. On the basis of investigation, each class designs an environmental scheme according to the core content and requirements of the theme, so that children can fully experience and feel through the rich theme environment. The two teachers discussed with each other, cooperated with each other, and took turns to be the main designers of the environment. By filling in the environmental plan, the teacher considers the whole theme environment as a whole, and makes clear the works and resources that need to be accumulated for each activity, so as to plan ahead and implement it later.

(2) Formal arrangement

In the form of course review, we adopt various methods, such as in-class review, inter-class review, and inter-garden review. At present, recess deliberation is the most extensive form. In addition to the above-mentioned grade group reviews, there are also group reviews based on a certain teaching field of teachers' majors and group reviews based on subject research. In the deliberation, more use is made of the group strength between grade groups, that is, interactive on-site observation to carry out reflection and discussion activities, which not only realizes the sharing of educational resources, but also achieves the purpose of mutual exchange and learning. For example, when the large-class grade group reviews the curriculum, we organize small-class and middle-class teaching and research groups to observe it on the spot; When the middle class teaching and research group carries out activities, it organizes small class and large class teaching and research groups to observe. If there are confusing and controversial issues in the deliberation, and the teachers in the group can't reach a consensus, we will seek the assistance of our peers, invite teachers outside the group to participate, and jointly find strategies to solve the problems. In this way, through circular communication and interaction, teachers constantly change their roles, sometimes as organizers, sometimes as listeners, and sometimes as collaborators, which also strengthens the connection between courses of different ages. The following is a case clip about the review of the middle class curriculum-the theme activity "Store".

Focus of the problem: In the activity of "going to the supermarket", how can children experience shopping in the supermarket with 10 yuan when the class capacity is relatively large?

Process record:

Teacher A: Going out to play involves many safety factors. You can use the game to decorate the scene of the activity room in advance, mark the price of each product, and then use the earned money to buy it.

Teacher B: The form of games is good, but sometimes games can't replace real life. For example, you have to go to the website to know the trademark and barcode on the goods.

Teacher A: The children in the class can be divided into two groups in the form of groups, which can reduce the number of students accordingly.

Teacher B: It's good to adopt the form of grouping. Although the workload for teachers has increased, it has solved the problem of the number of people. But how to solve the safety problems mentioned above, such as taking the bus and getting on the elevator? In addition, considering the safety issue, can teachers take into account the educational content? For example, explanations in activities, children's records, etc.

Assistance outside the group: With regard to safety issues, teachers can seek parents' assistance and contact several enthusiastic parents in advance, preferably with a certain level of education, so that parents can understand the educational purpose and procedures of this activity, which is convenient for management and guidance during the activity; On the issue of guidance, on the one hand, parents should be involved, on the other hand, in order to avoid the lack of guidance in the activities, teachers can film the whole process of the activities, and then recall them with their children when they come back, so that the children can make relevant records.

As can be seen from the above cases, with the deepening of the discussion, teachers' experience gradually moved from bit by bit to maturity and systematization, and finally reached a consensus. In such a seminar, everyone learns with an open mind and goes all out for the common goal. A research atmosphere of mutual respect, mutual appreciation and mutual support is gradually taking shape in our park.

Third, after the course review,

After collective reflection, teachers finally need to return to individual reflection. Teachers should carefully review and sort out the experiences and problems gained in the course review, fill in the column of "solving strategies" in the course review form (see attached table), further clarify the problems, find the strategies to solve the problems through peer help, and finally form personal opinions. On this basis, teachers will grasp the teaching materials from their own experience and perspective and conduct in-depth research on the teaching materials. According to the development level of children in this class, we should choose appropriate teaching content, make profound changes from teaching objectives to teaching links, make clear the reasons for increase or decrease, and use teaching materials creatively. In the management of lesson preparation, according to the different requirements of teachers at different levels, the management strategies of "full decentralization", "semi-decentralization" and "partial decentralization" are implemented respectively, that is, young teachers write detailed plans, experienced teachers write simple plans, and backbone teachers skillfully prepare a subject, so that young teachers can reserve experience and emerge in training, and backbone teachers can learn skillfully and highlight teaching style.

It is not difficult to see that the original intention of designing this "course review form" is to implement the three links before, during and after the course review. In this process, teachers have established a democratic and equal discussion and dialogue mode and an open and interactive teaching and research management system. It can be said that the curriculum reform has created a "mutual support" environment for teachers. Through mutual learning, cooperation, support and communication among groups, teachers are guided to reflect on their educational ideas and behaviors and promote their improvement.

Every set of courses is not perfect. The key is that kindergarten managers should treat each set of courses with a cool head and a critical eye, deeply understand its unique curriculum connotation, and make unremitting in-depth research, so that every teacher can find his own position in the curriculum, give full play to his own advantages, and finally realize the characteristic development of kindergartens and highlight teachers' personal style.

Schedule: Theme activity "A Letter for You"

Curriculum review table of kindergarten activity integration curriculum

Subject name

Give you a letter.

Implementation time

March 6 ~ March 27

class

Medium (4)

teacher

××

My problems/arguments/problems/troubles

1. Scientific activities need to be equipped with scales. How can teachers solve the problem of insufficient teaching materials when the class capacity is large?

2. The social activity "Post Office Tour" with the goal of experiencing the process of sending letters, how to let children experience this process completely?

3. How to demonstrate the "Express Letter" of scientific activities without a fax machine?

My resources

1. Language activity "Symbols can talk" allows children to freely design and set the symbols needed in the middle corner of the class.

2. The art activity "Our Envelope" and the envelope doll in the third week can form a half-day activity.

There is a post office near the kindergarten. Teachers can show the children around the site and ask the staff to introduce the delivery process.

Environmental plan

The design of the theme can be divided into the following parts:

1. The envelope I designed: collect the children's works in the "envelope doll" activity and present them in time.

2. The stamps I designed are mainly children's works, supplemented by short language.

3. The travel process of letters: by visiting the post office, taking photos and presenting them in the form of flow charts.

4. Modern communication: Parents and children collect information from the Internet together and present it in the form of pictures.

Solution strategy

1. Scientific activities are weighed. You can put the scale in the activity area and guide the children to explore alone.

2. Social activities "Post Office Tour" can make full use of parents' resources and community resources. On the one hand, please ask parents to help prepare for the early stage and prepare envelopes to send letters to children; On the other hand, contact the post office and ask the staff to introduce it on the spot.

If you don't have a fax machine, you can use network resources, such as sending an email as a way of express delivery.