This set of textbooks divides the curriculum into five areas: health, art, language, science and society, which are divided into teachers' books and children's books. Teachers' books are guided by five fields, each of which includes field description, educational content and requirements, specific guidance of educational activities, and also corresponds to the works that children need to learn. In specific educational activities, it includes four parts: activity goal, activity preparation, activity process and activity suggestion, and activity suggestion also includes teaching variation, teaching tips, on-site infiltration, regional activities and environment creation. In addition, multimedia teaching courseware is provided, which is simple to operate and convenient for teachers to use.

Second, the structural analysis

There are generally three types of kindergarten textbooks: subject type, subject type and field type. With the development of curriculum concept, the subject-based approach has gradually shown its disadvantages, such as high structure, over-emphasis on knowledge and skills, and violation of the "Guide to Learning and Development for Children Aged 3-6", so it is rarely used in kindergartens now; Under the development trend of curriculum integration, domain curriculum and theme curriculum become the main types of kindergarten curriculum, and are influenced by curriculum development. The highly integrated thematic teaching materials are conducive to the integration of children's experience. However, due to the influence of previous subject courses, it is difficult for kindergarten teachers to control and accept in practice. Domain curriculum is to integrate the previous disciplines into several major fields, organize the content according to the fields, adopt domain-based teaching materials, and realize the integration of teaching materials to a certain extent. It is systematic and widely accepted by kindergarten teachers, but there are also some disadvantages: the degree of integration is not high, and there are still obvious gaps between fields.

For example, in the field of art, Rabbit and Wolf was introduced in the form of stories, which increased the training objectives in the field of language, but these measures did not really change the situation that various fields were separated from each other; For another example, in the first week of the middle class activity textbook, teachers will arrange the first class in various fields, such as I am in the middle class in the social field, whose team is coming in the language field, The Secret of the Sand in the science field, Dragon Bar, Children in the art field and I am happy and angry in the health field.

Third, in-depth exploration

Because "kindergarten domain curriculum" is a structural form with domain as the main line and theme as the dark line, the content under the domain can not serve the theme well. In order to establish the horizontal connection between domains and avoid the separation of domain contents, our park invited experts to interpret the teaching materials, and set up a teaching and research team in the park, headed by the director of education, to lead the teachers in the park to familiarize themselves with the teaching materials every half day. Through a semester's research, we found some advantages of this textbook:

1, course selection value: it can truly implement the spirit of the guidelines, such as dividing the health field into two parts: life and exercise; The scientific field is divided into scientific inquiry and mathematical cognition; The language field includes listening and speaking games, early reading, literary activities, narration and expression. The social field includes self-cognition, interpersonal communication, social learning and other related contents; The art field is divided into two parts: music and art. Music allows children to feel and appreciate beauty through singing, appreciation, rhythm and percussion, while art allows children to express and create boldly through appreciation, painting, pasting, printing and production of works.

2. Comprehensiveness of objectives: The textbook has three-dimensional objectives of the new curriculum, which are composed of knowledge and skills, processes and methods, emotions and values, and the ultimate goal is children's all-round development and personality development;

3. Ingenious content integration: For example, the music part of the art field "Dragon Bar, Children" requires children to talk about their feelings after entering the middle class before learning to sing, which permeates the language field teaching; "Mr. Funny Feet" is a rhythmic activity, but before the activity, teachers can lead children to try a different way of walking in combination with the scientific activity "Footprint Tour" to stimulate their interest in learning. There is also the music appreciation activity of "kitten waltz", which also permeates scientific knowledge. It requires children to learn more about cats' living habits and let them observe and record what kittens like to do. And share the recorded results with peers; The art activity "interesting painting to painting" permeates mathematical cognition, and teachers let children know more about the characteristics of symmetry through axisymmetric graphics; "Bug Crawling" permeates the scientific field, allowing children to observe the appearance characteristics of bugs and understand their living habits. As long as teachers can really pay attention to stimulate and encourage children's interest and enthusiasm in every activity, let them fully interact with people and things around them, organize more comprehensive activities that can connect various fields, and ensure mutual penetration and integration between fields, they can comprehensively promote children's physical and mental health development.

4. Diversity of teaching methods: For example, the rhythmic activities of rabbits and wolves in the middle class can be taught through stories, scenes and listening games. Besides, there are teaching variations and corner extension activities in each activity to make the teaching materials really come alive. All educational activities are combined with interesting games, such as sports games, science games, listening and speaking games, music games, performance games and role games.

Four. Conclusion and thinking

1, subtle grasp between fields: whether every teacher has the concept of holistic education, so that the contents of various fields penetrate and cooperate with each other in terms of objectives and contents, which not only ensures the systematicness of objectives and contents in this field, but also takes into account the horizontal organic connection, and can also consider mutual cooperation and mutual promotion in educational methods;

2. Rationality of curriculum arrangement: Does every teacher have the ability to integrate domain curriculum and theme curriculum? In addition to organically infiltrating the five major areas of weekly classes, can weekly classes be arranged scientifically and reasonably? For example, in the crisp autumn season, we should screen out the theme activities about autumn in five major areas. In the crisp autumn season, we can't always arrange courses according to domain courses for convenience. As a result, the autumn leaves in the field of science were pressed into winter.

3. The lecture class is transformed into a game class. For example, in the activity of "blowing bubbles", let children enjoy the multimedia video of "playing games with bubbles" for discussion. After discussion and observation, let children draw pictures. If the teacher is not sure, it is likely to turn this activity into a lecture class: let the children see it first, then let the children say that some teachers will show some of their own template paintings, and finally let the children draw them. Why not? Through children's personal experience and children's browsing and creation, they will certainly receive different effects.

4. I hope that the multimedia teaching will make the finishing point rather than gild the lily.