Life-oriented kindergarten curriculum means that when designing, organizing and implementing kindergarten curriculum, it advocates linking kindergarten curriculum with children's daily life and perceptual experience, bringing life content with educational value into the curriculum field, increasing the humanistic spirit of education, and making kindergarten curriculum alive and meaningful. I brought you the following. I hope it helps you.

Abstract: Life-oriented kindergarten curriculum is conducive to children's life growth and the realization of kindergarten education goals. At present, there are some misunderstandings in kindergarten curriculum life, such as one-sided understanding of the relationship between kindergarten curriculum and life, one-sided understanding of the relationship between curriculum life and theme activities, and opposition between curriculum life and knowledge teaching. In order to truly realize the life-oriented kindergarten curriculum, teachers must establish a life-oriented curriculum view, expand the curriculum vision, return to the life-oriented educational reality, and at the same time establish the overall curriculum consciousness, integrate the life education content, enhance the generation wisdom, and grasp the ordinary moment.

Keywords: kindergarten curriculum; Life-oriented courses; Life education

"Let education return to life" has always been advocated by the whole field of basic education. The characteristics of children's physical and mental development determine that education in early childhood needs to be integrated with life more than education at any other age. Kindergarten curriculum is a means to achieve the goal of kindergarten education. Only by integrating kindergarten curriculum with life can children get more appropriate and effective development.

First, the meaning and value of kindergarten life-oriented curriculum

The so-called life-oriented kindergarten curriculum means that when designing, organizing and implementing kindergarten curriculum, it advocates linking kindergarten curriculum with children's daily life and perceptual experience, bringing life content with educational value into the curriculum field, increasing the humanistic spirit of education, and making kindergarten curriculum alive and meaningful. Life-oriented kindergarten curriculum has the following important values:

First of all, it is conducive to the growth of children's lives. The level and characteristics of children's physical and mental development determine that kindergarten curriculum must be close to children's real life, perceptible, concrete and vivid, and conform to the logic of children's growth. Courses divorced from children's life can't arouse children's voices and touch their hearts, let alone bring them spiritual pleasure and enjoyment. It is a course without aesthetic feeling, but it can't stimulate children's life growth.

Secondly, it is conducive to the realization of kindergarten education goals. Kindergarten education strives to cultivate true and complete children. To achieve this goal, we must understand that children have never left the real life world since birth. The real development of children is in the blend with life, and the rich childhood life constantly nourishes emotions, enhances wisdom and gains happiness. Kindergarten curriculum bears the heavy responsibility of realizing the goal of kindergarten education, and it must be the embodiment of children's real life in order to play its due value.

Second, the misunderstanding of kindergarten curriculum life

After more than 20 years of kindergarten curriculum reform, although the concept of kindergarten curriculum life is deeply rooted in people's hearts, there are still many misunderstandings in the specific process of practicing curriculum life.

(A one-sided understanding of the relationship between kindergarten curriculum and life

Under the influence of the concept of curriculum life, people increasingly realize the important value of the integration of kindergarten curriculum and children's life. However, under the guidance of the concepts of "curriculum comes from life", "curriculum is higher than life" and "combination of curriculum and life", some teachers think that as long as there is something about life in the curriculum content, it means "curriculum comes from life", some teachers think that as long as the activity content is for life, it means "curriculum comes from life", and some teachers generalize and exaggerate it far-fetched to improve children's experience to reflect "curriculum" Other teachers agree that life is the source of curriculum content, but do not agree that life is the way of curriculum implementation. Just pulling things from life into the curriculum can only be called "connection" or "blending" at best, without really grasping the internal connection between curriculum and life, let alone discovering curriculum from life. Children are still struggling in the world created by adults and can't really return to their own life world.

(B) one-sided understanding of the relationship between curriculum life and theme activities

Theme activities can integrate curriculum content, curriculum resources and teaching forms in the form of themes, and their integration is very consistent with the integrity of children's lives concerned by curriculum life, so many teachers equate curriculum life with the implementation of theme activities. However, although theme activities can penetrate into learning activities and games combined with theme activities, they cannot cover life links such as eating, sleeping, walking and washing. Because a day's life in kindergarten is a course, the theme activities that can't cover all the courses in kindergarten can only be regarded as one of the ways to realize the life of kindergarten courses, but not the same as the life of courses.

(3) Life-oriented curriculum is opposite to knowledge teaching.

In the process of implementing the life-oriented curriculum, many teachers are troubled by the dispersion of knowledge and materials, and the difference between the rationality of science and mathematics and the sensibility of life. In addition, many parents are eager for quick success and instant benefit, and they need systematic cultural knowledge, so the implementation of life-oriented kindergarten curriculum faces many difficulties. However, as the German philosopher Fisher pointed out: "Education must cultivate people's self-determination ability, not paying attention to practicality first, not imparting knowledge and skills first, but awakening students' strength. "Giving children logical knowledge in a way far away from their real life not only deprives them of their childhood happiness, but also ignores the fact that in children's eyes, people, things and things that make them feel novel and interesting in the surrounding environment are the life that is close to them, and the world that can have an effect on them.

Third, the implementation strategy of kindergarten curriculum life

(A) change the concept of teachers and establish a life-oriented curriculum concept.

Teachers are the key factors to realize the life-oriented kindergarten curriculum. Teachers should change their own curriculum concepts and make curriculum objectives, contents, teaching methods and curriculum evaluation live. In the design of curriculum objectives, we should gradually get rid of the shackles of one-sided knowledge and skills teaching, turn to pay attention to children's interests and needs, deeply understand children's age characteristics and existing knowledge and experience, and attach importance to children's personal experience in various activities. In the choice of course content, we should gradually transcend abstract texts, pay attention to concrete, realistic and living children, and build a flat and harmonious platform between children and knowledge. In terms of teaching methods, we should gradually jump out of the traditional teaching and learning mode and give children more opportunities for independent inquiry, cooperative learning and personal experience. In curriculum evaluation, we should gradually change the one-sided and single evaluation criteria, and highlight the concern about children's quality of life and life value with a developmental, process and diversified evaluation method.

(2) Expand the curriculum vision and return to the real life of education.

Children's thinking has intuitive actions, and courses that are divorced from children's life reality and learning experience are not suitable for children's development needs. Kindergarten curriculum must provide rich life-oriented materials and real scenes, and restore abstract theories and concepts to the exploration process close to life, so as to help children better understand the world. Therefore, teachers should gradually broaden their curriculum horizons, be good at finding curriculum content suitable for children's development from life, and realize the perfect combination of education and life. Children's interests, teaching needs, parents' information, social events, festival culture, etc. Can be the source of kindergarten curriculum. As long as the teacher has a heart that loves life and a pair of eyes that are good at discovering, children's daily life is a course. For example, teachers can lead children to visit the city government, police station, post office, library, free market and other places closely related to their daily life, and learn the necessary skills of daily life, such as how to call the police, how to deal with the situation of encountering bad people, how to borrow and return books, how to buy things, how to pay money and how to choose goods. In a word, concrete life is a vast world for kindergarten teachers to display their educational talents, and it is also an effective means to closely integrate education, life and curriculum.

(C) establish the overall curriculum awareness, and integrate the contents of life education.

Children's development is holistic, and the life world affects children in a holistic way. It is harmful to children's learning and development to artificially separate their life experiences. Dewey once pointed out: "A child's social life is the basis of all his training or growth. Social life gives him the unconscious unity and background of all his abilities and achievements, so "the real center of school subjects is not science, literature, history or geography, but the social life of children themselves." "Kindergarten education must emphasize the integration of children's experience, cognition and perception of life, in order to cultivate children into" complete children "with harmonious development, and this process must be realized through holistic curriculum. As advocated by Chen Heqin, a preschool educator in China, only by using "holistic teaching method" and "teaching children what they should learn integrally and systematically" can children face a complete life with a complete human face. The basic point of the whole curriculum of Aoeryuan lies in children's life, and all subjects should run through children's life, making it a vivid, organic and real experience system conducive to children's development.

(4) Enhance the generation of wisdom and grasp ordinary moments.

Kindergarten curriculum "should have goals and be suitable for life", because daily life often contains unexpected changes, so "kindergarten curriculum must be drawn up in advance, but it can be changed temporarily." Dr. george foreman, one of the authors of Children's One Hundred Languages and a senior researcher of Reggio's preschool education experience, once said: "The best moments are simple and tiny ordinary moments, not those huge and complicated moments. In fact, once you stop to reflect on an ordinary moment, you will find and get more truth about children than you have studied many prominent moments. " In fact, it is in these ordinary moments that there are the most authentic children and the most primitive lives of children. It is also these ordinary moments that constitute children's rich experiences and experiences. Teachers' listening to children's voices begins with a deep understanding of every ordinary moment. Those ordinary moments that pass by in a hurry and are not prominent contain unimaginable potential educational opportunities and are valuable curriculum resources around teachers. If teachers carefully observe, explore and dig, pay attention to the generation of courses, dare to use their educational wisdom and capture the highlights of children's ordinary life, those courses derived from ordinary moments with low structure or even no structure will definitely have a far-reaching positive impact on children's development.

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