At present, in the reform of preschool education in China, the internal management of kindergartens has received unprecedented attention: the development of "kindergarten-based curriculum", the specialization of preschool teachers, the improvement of children's living and learning conditions in kindergartens and so on. However, as one of the best cooperators of kindergarten teachers, parents' effective participation in kindergarten management seems to have not received due attention, and parents' cooperation has become an "underutilized resource" in kindergarten management at present.

First, the contradiction between parents and teachers in early childhood education

Parents' dissatisfaction with kindergarten management and teaching is often heard, and kindergarten teachers often have headaches. Listen to the "dialogue" between two kindergarten teachers:

Sometimes, in the face of sharp criticism from my parents, I can only keep defending myself. I always feel that someone is telling me what to do and what not to do at work. So, I feel very depressed and even angry. (A kindergarten teacher in a middle class)

I can't help feeling angry and uneasy about my parents' dissatisfaction. But I can only keep calm, try my best to explain to my parents and ease the atmosphere. (Kindergarten teacher)

As we all know, a good relationship between kindergarten teachers and their parents helps children to live and study better at home and in kindergarten, and enables kindergarten teachers to get emotional support in practice. However, this is not the case in many realities. Just like American educational sociologist Willard? Werner pointed out, "From an ideal point of view, parents and kindergarten teachers have the following two things in common: they both hope that things will develop in the most favorable direction for their children; But in fact, they live in an environment of distrust and hostility. Everyone wants their children to be good, but they are different' good', so the conflict caused by this is inevitable. "

Second, the crux of the contradiction between parents and teachers

The crux of the problem is that parents care about their children, while teachers must consider all the children in the class.

Parents often put forward some excessive demands on preschool teachers out of excessive concern for their children, and it is reasonable to insist on their own demands all the time. Because they feel that they live with their children day and night, know them best and have the most say in their problems.

● A parent insists that his child has artistic potential, and asks the teacher to "take advantage of the situation" and give the child more opportunities to perform in class. However, teachers believe that all children have a certain degree of artistic potential and should give each child a fair chance as much as possible.

● A parent complained that when his child was in conflict with another child, the teacher was partial to the other child.

A parent thinks that his child is criticized by the teacher because he can't cooperate well with his classmates in the game, which suppresses his child's personality.

● A parent who doesn't understand modern educational methods asks the teacher to adopt the educational methods he suggested, because he thinks that his children are doing well at home, but they are relatively poor in kindergarten. He thinks there is something wrong with the teacher's educational methods.

● A parent who has high expectations for his children is carrying the teacher in the class and looking for another teacher in the garden for parenting guidance.

Teachers are very disgusted and distressed by the above-mentioned parents' practices. Teachers believe that educators who have received special training in preschool education, obtained professional degrees in preschool education and have professional knowledge have a better understanding of children's psychology and adopt more effective educational methods. Moreover, some teachers have been engaged in preschool education for many years and have accumulated considerable experience in their work. They feel that parents should give them respect and support in the education of kindergarten children.

A kindergarten teacher said, "Think about it: If you have been doing a job for a long time, but someone who is not engaged in this job tells you what to do, what would you think?" What qualifications does he have to guide you? Can you listen to him? "

Teachers will think:

● When there is a conflict between children, parents tend to find reasons for their children, for emotional reasons.

● In kindergarten, children should learn to cooperate better with other children in the group, rather than being willful.

● Kindergarten teachers should consider the progress of all children, not one.

● Parents should discuss their children's problems in their own classes with themselves, instead of going beyond themselves to ask other teachers.

Third, the solution to the contradiction between parents and teachers-let parents effectively participate in kindergarten management.

(1) Kindergarten management is open to parents.

Parents' misunderstanding of kindergarten management is largely due to their ignorance of the overall planning of kindergartens. Due to the lack of an overall vision of kindergarten management, they always look at the problem from the perspective of children and only pay attention to their feelings. In this regard, kindergartens should implement an open and transparent management system at all levels, so that all parents can understand the management measures and specific programs formulated from the perspective of all children in kindergartens. Parents are also required to make suggestions on the overall planning of kindergartens, not just how teachers treat their children. Let parents consider the interests of every child from the perspective of kindergarten managers, not just his own children.

(B) to strengthen communication between teachers and parents

Strengthening the communication between teachers and parents is an effective way to promote the modern management of kindergartens. Teachers should make use of parents' meeting to publicize their educational ideas and some new educational methods to parents. Take advantage of the opportunity for parents to pick up their children and take the initiative to show their daily activity records. What are the outstanding performances? Work with parents to develop common learning tasks for children; Ask parents about their children's performance at home, personality tendencies and so on. No way can be omnipotent. When we communicate in many ways, we often have an effect unconsciously. Parents' trust and understanding are very important. Parents and teachers can learn from each other's educational experience and knowledge.

(3) Mass media publicity

Parents often criticize the current kindergarten management according to his own childhood experience. They don't understand the latest trends and advanced management methods of preschool education. The mass media should play a greater role in this respect. Children's programs on TV mainly focus on children's entertainment, and there is not enough publicity on the new methods of popularizing early childhood education. We should do some publicity by introducing some advanced cases of kindergarten management at home and abroad, so that parents can understand the latest trend of kindergarten management and put forward valuable suggestions for the improvement of kindergarten management.

The modern management of kindergartens is inseparable from the effective participation of parents. In order to let parents understand and support the work of kindergarten teachers, and for the healthy growth of every child, kindergartens should open their doors to parents: let every parent participate in kindergarten management effectively!

(4) Do a good job in family cooperation and promote the harmonious development of children.

At present, the importance of kindergartens and families in early childhood education is gradually recognized by people, and kindergartens are also practicing parental work. At work, we realize that home cooperation is a two-way interaction, which makes family education and kindergarten education cooperate with each other. Therefore, we actively carry out cooperative education activities in the motherland.

1, children's learning achievement exhibition. Parents send their children to kindergarten for education, and their greatest wish is their children's progress. The purpose of holding the exhibition of children's learning achievements is to report to parents about children's learning in kindergartens, to reassure parents about kindergartens and to give them confidence and methods in early childhood education. In the process of showing children's achievements, we give each child an opportunity to show his progress, including music, dance and painting, literacy, calculation, English and good moral character. We should let parents not only see their children's progress from their performance, but also learn a new educational concept from it and apply it to their own family education.

2. Start and end the dialogue. In the daily process of picking up and dropping off children, teachers and parents mainly talk about some children's daily behaviors, problems and difficulties encountered by parents in family education, and successful experiences.

3. Family contact book. The monthly family contact book has become a fixed contact method for families. It can comprehensively record children's health habits, motor development, learning ability, language development, behavior habits and so on.

4. Participate in management activities. Parents' Committee has been set up in our park, and the comrades of the parents' Committee are invited to give feedback to the kindergarten and participate in the educational decision-making and supervision of the kindergarten. Writing articles on family education experience has effectively promoted family cooperation.

5. Carry out parenting education activities. Publicize the importance of early childhood education and family education and improve parents' sense of educational responsibility through parent meeting and parents' garden; Propagandize correct educational concepts, such as children's view, education view, talent view and love for children; Publicize scientific parenting methods and principles; Parenting education activities, with the main content of helping parents learn how to create a good family education environment, provide help and guidance for parents' family education and effectively improve the quality of parents and tutors.

My opinion on the development and management of kindergarten-based curriculum in kindergarten

I. Guiding ideology

Fully implement the spirit of the "Guidelines for Kindergarten Education", conscientiously implement the requirements of the "Guidelines for Learning and Development of Children Aged 3-6", and further mobilize the enthusiasm of kindergartens to independently develop and manage courses; Make full use of the educational and teaching resources of kindergartens, families and communities to continuously enrich and optimize the curriculum system; Gradually improve the ability of curriculum research, development and management of kindergartens in our region, so that the curriculum construction of kindergartens in our region will be standardized, scientific and characteristic.

Second, the objectives and principles of curriculum development

(A) the objectives of curriculum development

1. Promote children's all-round development. Through the development and implementation of kindergarten-based curriculum, we can make full use of the educational and teaching resources of kindergartens, families and communities, mobilize children's life experience, provide support for children to fully develop their potential, express their personality and cultivate their ability, and promote their all-round development.

2. Promote teachers' professional growth. Through the development and implementation of kindergarten-based curriculum, teachers' curriculum awareness and research awareness are improved, curriculum execution is enhanced, teachers' professional growth is promoted, and teachers move from experience to research.

3. Promote the development of kindergarten characteristics. Through the development and implementation of kindergarten-based curriculum, teachers and children can jointly understand, accept and appreciate the uniqueness of kindergartens, and in the dynamic process of kindergarten-based curriculum development and implementation, constantly develop and improve the uniqueness of kindergartens, enrich curriculum resources and form a distinctive curriculum system.

(B) the principles of curriculum development

1. integration principle. The development of kindergarten-based curriculum should systematically make material, environment and human resources become an organic whole and promote the realization of kindergarten-based curriculum objectives.

2. The principle of applicability. The development of kindergarten-based curriculum should proceed from reality, give full play to regional advantages, show teachers' elegant demeanor, promote children's learning, adapt to local conditions, suit the time and suit the people.

3. The principle of effectiveness. Kindergarten-based curriculum development should focus on different curriculum objectives, and choose curriculum resources that have positive significance for children's lifelong development, so as to make the development and implementation of the curriculum solid and effective.

4. The principle of development. The development of kindergarten-based curriculum is a dynamic process. Kindergarten-based curriculum should meet the needs of children's development, change with the development of society and kindergartens, and constantly improve, update and perfect.

Third, the way and content of curriculum development.

(A) the way of curriculum development

1. Course debugging. Curriculum debugging is based on curriculum standards and activity teaching materials, and it is adapted, supplemented and expanded from the aspects of objectives, contents, organization and evaluation, and introduces new elements to make the curriculum more suitable for current education and meet the needs of children's personality development.

2. Curriculum integration. Curriculum integration is based on children's practical experience, interests and psychological development, and promotes children's experience growth and personality development.

3. Curriculum innovation. Curriculum innovation is to innovate the curriculum system and develop personalized kindergarten-based curriculum to meet the development of children, teachers and kindergartens according to the curriculum needs and possible resource evaluation of children and the characteristics of kindergartens.

(B) the content of curriculum development

1. The content of the domain course. Domain-based curriculum is to divide the curriculum content into several disciplines or fields according to its own nature and internal logic, and organize curriculum activities as a unit.

(1) health field. The goal of the course is to strengthen children's physique and cultivate healthy attitudes and behavior habits. The contents include physical and mental health, the formation of living habits, sports activities, self-care and self-protection.

(2) Language field. The goal of the course is to improve children's enthusiasm in language communication and develop their language ability. The content includes language communication, conversation activities, telling activities, listening and speaking games and early reading.

(3) the social field. The goal of the course is to enhance children's self-confidence and cultivate children's music groups, friendly attitudes and behaviors. The content includes children's self-awareness, interpersonal attitudes and strategies, social feelings and morality.

(4) scientific field. The goal of the course is to stimulate children's curiosity and desire to explore and develop their cognitive ability. The content includes the active exploration and discovery of biology, materials, nature, weather and tools.

(5) Art field. The goal of the course is to enrich children's emotions and cultivate their interest and ability to feel and express beauty initially. The content includes music, dance, art and handicraft activities.

2. Theme activity course content. Theme-based kindergarten-based curriculum is to select curriculum resources around a certain theme and related events. The content is not limited to a certain field, but is determined according to children's cognitive characteristics, life experience and interests.

(1) experiential activities. Based on children's life experience, respect interest, develop personality and promote children's learning fun. The curriculum attaches importance to the educational value of experience to children and carries out activities centered on children's experience.

(2) Inquiry activities. Based on children's psychological development, the content of guiding children to find and explore problems from the life world and promoting cognitive development. The course attaches importance to children's active operation activities and uses empirical knowledge to solve difficulties and problems encountered in life.

(3) Cultural activities. Based on children's living environment, it embodies multiculturalism and has educational significance. Curriculum attaches importance to the richness of culture and times. Through the interaction between teachers and students, home interaction and community linkage under the social and cultural background, children can gradually gain experience and promote the harmonious development of body and mind.

Fourth, the curriculum development stage.

(1) Establish an organization. Kindergarten should set up a kindergarten-based curriculum working group to determine the participants and working procedures to prepare for the development of kindergarten-based curriculum.

(2) Analyze the current situation. Conduct status analysis and demand assessment. Grasp the concept of running a garden, understand the curriculum resources, analyze the development needs, and clarify the types and contents of kindergarten-based courses.

(3) set goals. According to the results of the current situation analysis, the curriculum objectives are formulated and accepted by the kindergarten-based curriculum working group.

(4) Prepare the plan. According to the course objectives, guide course developers to make plans, determine tools and methods, and choose course content and organization methods. The scheme can include background, objectives, contents, implementation and evaluation, etc.

(5) assessment courses. According to the overall goal of the curriculum, the kindergarten-based curriculum working group examines the content, evaluation and resources of the kindergarten-based curriculum plan.

(6) filing and filing. Kindergartens should report the approved "Kindergarten-based Curriculum Development Plan" to the district education administrative department for the record. Unrecorded kindergarten-based courses may not be implemented in kindergartens.

Implementation and evaluation of verb (verb's abbreviation) course

(A) the implementation of the curriculum

1. Plan. All kindergartens should formulate the implementation plan of kindergarten-based curriculum at the beginning of each school year, and make overall arrangements in terms of course content, class schedule, staffing, venue allocation, and organizational forms.

2. Incorporate into the activity table. According to the requirements of Zhejiang Education Guide, it is necessary to quantify the number of kindergarten-based courses at different levels. On the premise of ensuring the total teaching time, kindergartens can make appropriate adjustments according to the actual situation.

3. Arrange teachers. Teachers are encouraged to carry out corresponding kindergarten-based course teaching according to their majors, and teaching tasks should be included in teachers' workload. You can hire experts from outside the park or related people as part-time teachers.

4. Implement the site. According to the needs of kindergarten venues (including activity rooms, special classrooms, outdoor venues, etc. ) to make overall arrangements. If you need to use the site outside the park, you should contact in advance to implement relevant safety measures.

5. Organizational form. Take various organizational forms such as domain teaching and theme activities to provide children with greater autonomy and more opportunities for interaction, and fully mobilize their enthusiasm.

(B) the evaluation of the course

1. Course plan evaluation. Kindergarten should regularly evaluate the kindergarten curriculum development plan and constantly improve the curriculum development plan; The kindergarten-based curriculum working group should regularly evaluate the teaching plan of the kindergarten-based curriculum and adjust the teaching progress according to the implementation; The teaching and research group should regularly organize teachers to communicate and check the implementation of kindergarten-based courses, constantly enrich and improve the resources of kindergarten-based courses, and further improve the teaching quality of kindergarten-based courses.

2. Implementation process evaluation. Adhere to the diversification of evaluation subjects and combine self-evaluation, peer evaluation, parent evaluation and leadership evaluation; Adhere to the diversification of evaluation methods, and combine result evaluation with process evaluation, qualitative evaluation with quantitative evaluation; Adhere to the multi-dimensional evaluation content, pay attention to collecting a variety of evaluation information in the implementation process, and prevent the curriculum from being evaluated only by a certain index.

3. Early childhood development assessment. Highlight motivation, process and difference. It can be evaluated through works display, live performance, dialogue and communication, portfolio recording, etc., so that each child can make progress according to his own ability as much as possible and truly reflect the value of kindergarten-based curriculum.

Sixth, the management of curriculum.

(A) Garden level management

1. The principal is the main leader and person in charge of the kindergarten-based curriculum, and is fully responsible for the development and management of the kindergarten-based curriculum. Kindergartens should set up special funds for kindergarten-based courses and incorporate them into the annual budget.

2. As the decision-making body of the kindergarten-based curriculum, the kindergarten-based curriculum working group is generally composed of the director, the director of education, the person in charge of teaching and research, the person in charge of grades, teachers' representatives, parents and relevant persons. The main functions are to formulate the overall plan for kindergarten annual curriculum development, establish the supporting system for kindergarten-based curriculum development, review, evaluation and management, approve kindergarten-based curriculum development projects, and coordinate the work of various departments in the park.

3. Class is the executive subject of the development and management of kindergarten-based curriculum, and its main responsibility is to implement, supervise and evaluate kindergarten-based curriculum.

4. The teaching and research group is a research institution for the development and management of kindergarten-based courses, and should do a good job in the research, development and guidance of kindergarten-based courses according to the overall arrangement of kindergartens.

5. Teachers are the main force in the development and implementation of kindergarten-based curriculum. We should actively develop valuable courses and explore effective teaching methods to improve the teaching quality of kindergarten-based courses.

Regional management

1. The district education administrative department set up a leading group for kindergarten-based curriculum work to strengthen the research, guidance and management of kindergarten-based curriculum.

2. The District Teachers' Training School is specifically responsible for the research, guidance and evaluation of the development and management of the kindergarten-based curriculum, and specifically implements the related work of the development and management of the kindergarten-based curriculum.

3. Establish the course selection system of this course in Boutique Garden. In principle, the selection of this course in Boutique Garden is organized once every two years, and the selection conditions refer to the relevant provisions of this guidance. The person in charge of this course and its boutique garden course is certified by Jianggan District Education Bureau, which is one of the bases for the unit (individual) to evaluate first, evaluate first and promote.