Feng Xiaoxia kindergarten curriculum

What books should I buy for preschool education?

Pre-school education students must read the bibliography.

(A) Professional required reading bibliography

1. Comenius: On Great Teaching, translated by Fu Rengan, Education Science Press, 1999.

2. Rousseau: "Emile-On Education", translated by Li Pinglu, Commercial Press, 1996.

3. Froebel: Human Education, translated by Sun Zufu, People's Education Press, 199 1 version.

4. Montessori: The Scientific Method of Montessori's Early Childhood Education, translated by Ren, People's Education Press, 1993.

5. Montessori: The Secret of Childhood, translated by Ma Ronggen, People's Education Press, 1990.

6. Dewey: School and society. School of Tomorrow, translated by Zhao Xianglin and Ren, People's Education Press, 1994.

7. Dewey: Democracy and Education, Wesley Wang, People's Education Press, 1990.

8. Suhomlinski: Give your whole heart to your children. Trans. Bi Shuzhi and Zhao Wei. See: Education Trilogy, People's Education Press, 1998.

9. Chen Heqin: How to implement life education? See Selected Works of Education, edited by Zhou, People's Education Press, 1994.

10. Zhang Xuemen. Update the kindergarten behavior curriculum. See: Dai Zian, editor in chief. Zhang Xuemen's Collection of Early Childhood Education (Volume 2). Beijing Children Publishing House, 1994.

1 1. Caroline Edwards and others, Children in One Hundred Languages. Trans. Translated by Luo Yafen and others. Nanjing Normal University Press, 2006.

12. Laura e baker: child development. Trans. Wu Ying, Jiangsu Education Press, 2002.

13. Department of Basic Education, Ministry of Education: Interpretation of Kindergarten Education Guidelines (Trial), Jiangsu Education Press, 2002.

14. Ode to Ren Huang: preschool education, People's Education Press, 1989.

15. Zhu Zhixian: Child Psychology, People's Education Press, 2003.

16. Liu Xiaodong: A New Theory of Children's Education, Jiangsu Education Press, 1998.

17. Huo Liyan: Evaluation of Preschool Education, Beijing Normal University Press, 2000.

18. Tang Shu and Zhong: History of Preschool Education in China, People's Education Press, 1993.

19. Yang Hanlin and Cai Zhou: History of Foreign Early Childhood Education, Guangxi Education Press, 1998.

20. Tang Shu Wang Wen: The History of Preschool Education Thoughts, Suzhou University Press, 2004.

2 1. zhangyan: Preschool Education Management, Beijing Normal University Press, 2003.

22. Zhu Jiaxiong: Kindergarten Curriculum, East China Normal University Press, 2003.

23. Feng Xiaoxia: Kindergarten Curriculum, Beijing Normal University Press, 200 1 version.

24. Ada: On Kindergarten Game Teaching, China Social Publishing House, 1999.

25. Chen Xiangming: Qualitative Research Methods and Social Science Research, Education Science Press, 2000.

26. Wang Jianhong: Development of Preschool Education and Research Methods of Educational Science, People's Education Press, 1992.

27. Pi Liansheng: Psychology of Preschool Education, East China Normal University Press, 1997.

28. Lin Yonghai: Psychology of Early Childhood Education, Commercial Press, 2006.

29. Zhou Jing and Yu Zhenyou: Language Education in Kindergarten, People's Education Press, 2004.

30. Xu Zhuoya: Music Education for Preschool Children, People's Education Press, 1996.

3 1. Jin Hao: Introduction to Mathematics Education for Preschool Children, East China Normal University Press, 2000.

32. Tu Meiru: Art Education for Preschool Children, Southwest Normal University Press, 2000.

33. Gu: Preschool Children's Health and Health Education, Jiangsu Education Press, 1997.

34. Xu Zhuoya: Preschool Children's Physical Education, Nanjing Normal University Press, 2003.

35. Chen Bingqing: Nutrition and Food Hygiene, People's Health Publishing House, 1993.

36. Dong Liyan and Liu Zhenyun: Dance, Higher Education Press, 1997.

37. Shi Jinghuan and Cai Zhou: Comparative Education in Preschool, Liaoning Normal University Press, 2002.

38. Wei Yao: Children's Outlook and Its Change with the Times, Northeast Normal University Press, 2007.

What problems should be paid attention to in the development of kindergarten-based curriculum?

The term "kindergarten-based curriculum development" is borrowed from "school-based curriculum development". The term "school-based curriculum development" was first put forward by Furumark and McMullen at the international curriculum seminar held at the University of Ulster in Ireland in 1973. With the establishment of the "three-level curriculum" model in the curriculum reform of basic education in China, the development of school-based curriculum in China is booming. In 200 1 year, the country promulgated the epoch-making "Guiding Outline of Kindergarten Education (Trial)", which inspired more kindergartens to explore and practice kindergarten-based curriculum. Our garden has accumulated some experience in the development of kindergarten-based courses in recent years, which has also triggered some thinking. The following briefly analyzes the research background, research practice, research effect and development reflection of this course. I. Research background and related concepts of kindergarten-based curriculum development (I) Research background Any research has relevant background, and the practical research of kindergarten-based curriculum development in China is no exception. 1. Kindergarten development in development zone is in urgent need of establishment 1993. It is the only state-owned park in this area and the only provincial-level demonstration park. From June 2008 +2008 10, the Development Zone Management Committee invested 32 million yuan to build a new kindergarten. The kindergarten in the development zone moved to a new location, and the hardware environment was greatly improved. As a result, kindergartens have entered the fast lane of connotation development. After careful discussion, we all agree that the development of kindergarten-based curriculum is the core driving force for the connotation development of our park. Therefore, the development of kindergarten-based curriculum has become a top priority and is in full swing. 2. The demand of teachers' professional development focuses on the connotation of kindergartens, and the key to improve the quality of education lies in teachers. However, teachers' professional level and research ability are not optimistic, so we have been looking for shortcuts to promote teachers' professional growth. Undoubtedly, the practical research of kindergarten-based curriculum development has become an effective way to improve the professional level of teachers in our park. 3. Limitations of Current Textbooks Although there are various textbooks for preschool education at present, we can't find a set of systematic curriculum resources suitable for our school. In kindergarten-based teaching and research, we find that the existing textbooks have great limitations, which makes teachers have a lot of confusion in curriculum implementation. It has become the consensus of teachers in our college to develop a curriculum system with garden-based characteristics. 4. Necessity of Implementing the Spirit of the Outline The Guiding Outline of Kindergarten Education (Trial) clearly states that "kindergarten education should respect children's personality and rights, the laws of children's physical and mental development and their learning characteristics" and "pay attention to individual differences and promote children's personality development". How to implement the spirit of the outline and the scientific concept of children's education in educational practice is an important proposition that we need to seriously consider. (2) Related concepts 1. Feng Xiaoxia, a professor of kindergarten curriculum in Beijing Normal University, believes that "kindergarten curriculum is the sum of kindergarten education activities". 2. Kindergarten-based curriculum Theory, edited by Wang Chunyan, Wang Xiuping and Qin Yuandong, puts forward that "kindergarten-based curriculum is based on kindergarten reality, with kindergarten environmental conditions as the background, with children's practical development needs as the starting point and kindergarten teachers as the main body." 3. Kindergarten-based Curriculum Development In 2004, the book "Research on the Theory and Practice of Kindergarten-based Curriculum" compiled by the Teaching and Research Section of Shanghai Education Commission pointed out that "Kindergarten-based curriculum development refers to the related research and management process of curriculum selection, curriculum generation and curriculum reorganization carried out by kindergarten organizations and their members according to the spirit of national or local kindergarten education syllabus and the actual needs of kindergarten's own development." Second, the practical research on the development of kindergarten-based curriculum (I) Research on the suitability of curriculum objectives. Curriculum goal is the embodiment of educational goal and the soul of curriculum. In the study of curriculum objectives in our garden, closely surrounding the five-field education objectives proposed in the Outline and the learning and development objectives proposed in the Guide for Learning and Development of Children Aged 3-6, combining the development needs of children and the educational value orientation of the garden, and drawing lessons from the theme design framework of multi-creative courses, the five-field curriculum objectives of 35 themes have been completely adapted and recreated. In the study, the first draft of the curriculum objectives of each subject was completed by an active and alternate teacher; Primary and secondary school teachers are responsible for organizing members of the teaching and research group to discuss the first draft, improve the suitability of curriculum objectives, and form the second draft; The third draft was revised and generated by the teaching and research personnel in the park; Under the guidance of urban curriculum experts, the fourth draft curriculum goal of a theme is formed. After the first draft of teachers, the second draft of teaching and research group, the third draft of kindergarten and the fourth draft of curriculum experts, the curriculum objectives of 35 themes in the whole park were established. In the way of expressing the objectives, it is particularly emphasized to be consistent with the requirements in the syllabus, and to express the curriculum objectives from the perspective of teachers to the perspective of children. For example, the goal is to "pay attention to each other's words" rather than "cultivate children's good listening habits." The change of the expression of curriculum objectives naturally brings about the change of teachers' role in curriculum implementation. For our garden, the research process of curriculum objectives is the most critical and difficult stage in the whole garden-based curriculum development. It took more than two years for teachers in the whole park to complete the research on all the curriculum objectives of collective education activities and regional activities with 35 themes. We have finished the related course objective manual. At present, the curriculum goal of outdoor sports activities in kindergartens is being examined and approved, and it is planned to be completed in March 20 14. (II) Holistic Research on Curriculum Content At present, due to the influence of teachers' level, curriculum ideas and local policies, many kindergartens choose to develop part of the curriculum when developing kindergarten-based curriculum. In the development of kindergarten-based curriculum, our garden attaches great importance to the overall situation, adheres to the educational concept of "children's development-oriented", and makes a holistic and systematic planning of the curriculum content in line with the idea that "one day's activities are all courses". In the research, the strategies of local research, breakthrough one by one and overall promotion are adopted to carry out curriculum research in a solid manner. Combined with the theme curriculum objectives, scientifically plan the curriculum contents such as collective education activities, regional games activities, outdoor sports activities, life education activities and social practice activities. At present, our park has completed the editing of 35 sets of theme teaching activity design sets, 35 local individual learning activity manuals, regional game resource packages, disciple education resource manuals and other curriculum resources. (3) Democratic research in the process of curriculum development. Curriculum development is a process of gathering the wisdom of teachers, principals, curriculum experts, children, parents and community members. The professional guidance of curriculum experts determines the height of kindergarten-based curriculum development, the participation of principals affects the effectiveness of kindergarten-based curriculum development, and the quality of all teachers' participation ultimately determines the reliability and success of kindergarten-based curriculum development. Teachers are the implementers and executors of the curriculum. The process of kindergarten-based curriculum development is also the process of teachers understanding and creating curriculum, and also the process of dialogue with the original curriculum. Therefore, teachers are the main body and core strength of kindergarten-based curriculum development. In the research, fully developing democracy and mobilizing teachers' enthusiasm and initiative in research play a decisive role in the results of kindergarten-based curriculum development. In the research practice, we boldly try to let front-line teachers take charge of all curriculum development projects. Park leaders participate in curriculum development as ordinary participants, listen carefully to the opinions of all parties and encourage teachers to try boldly. The democratic and equal research atmosphere stimulates teachers' enthusiasm for participating in curriculum development, improves the research quality and promotes teachers' professional growth. At the site meeting of regional activities in the whole city, three front-line teachers in our park, Wang Qun, Tian and He, introduced their typical experiences. In particular, Wang Qun, a young teacher, as the leader of the regional activity project team in the development of kindergarten-based curriculum, introduced the successful experience of the development of regional activity curriculum in our park, which was well received by the participants. (IV) Research on the Creative Orientation of Curriculum Implementation In the 1990s, based on the research of Fran and Pomfret, Sinde and others summarized three value orientations of curriculum implementation, namely, loyalty orientation, mutual debugging orientation and creative orientation. Curriculum creation orientation is a new orientation in curriculum implementation research, which emphasizes the position of implementers in the whole implementation and pays more attention to the actual creation process of educational experience. Therefore, our garden supports creative orientation in the implementation of kindergarten-based curriculum, gives full play to teachers' educational wisdom, and constantly optimizes kindergarten-based curriculum. Thirdly, the effect of kindergarten-based curriculum development is 1, which promotes the comprehensive, harmonious and personalized development of children. "Child development is the core concept of kindergarten-based curriculum development. Through the development of kindergarten-based curriculum, it is possible to respect the individual differences of children and meet their individual needs, so that each child can be fully developed at the original level, and it is possible to "let children spend a happy and meaningful childhood". In the open, diverse and rich activities, the children in our garden showed their individuality, enjoyed happiness and promoted development. 2. It promotes the professional growth of teachers. In the development of kindergarten-based curriculum, teachers have changed their educational concepts, improved their educational strategies, improved their research ability, strengthened their professional confidence, enriched their professional knowledge and improved their professional ability. 3. Promoted the connotation development of gardens. In July this year, three provincial-level projects on kindergarten-based curriculum development in our park were successfully concluded, and the research results were exchanged at seminars many times. In the past two years, our park has held four municipal-level on-site meetings and received more than 2,000 visitors. The development of kindergarten-based curriculum has been well received by everyone. Fourthly, the problems existing in the development of kindergarten-based curriculum.

Book for postgraduate entrance examination of pre-school education major in Huazhong Normal University

Introduction to Preschool Education, edited by Cai, Huazhong Normal University Press, 2006.

Kindergarten Curriculum, edited by Feng Xiaoxia, Beijing Normal University Press, 2000.

The professional reference books for pre-school education (Master of Education) in the School of Education of Huazhong Normal University, sometimes called the designated teaching materials for postgraduate entrance examination, are basically the most important counseling materials for postgraduate entrance examination. The examination of postgraduate courses is very targeted, because the examination of pre-school education (Master of Education) postgraduate courses in the School of Education of Central China Normal University is the school's own proposition, which requires candidates to conduct very targeted review in full accordance with the requirements of the institutions applying for the examination. Specifically, they must use the textbooks designated by the pre-school education major (Master of Education) of the School of Education of Central China Normal University to review and study hard. The examination paper for postgraduate entrance examination is finally made according to the teaching materials designated by postgraduate entrance examination. If you don't review according to the bibliography designated by the postgraduate entrance examination of Huazhong Normal University, even if you review well and have strong strength, you are likely to stumble in professional courses.

Ⅳ What books do you want to read about the future development of preschool education?