Multicultural Kindergarten-based Curriculum Development-A Case Study Of Gannan Tibetan Area

Ethnic-education in China focuses on not only the global vision of multicultural education but also Chinese nation’s plural integrative education pattern.Multicultural Kindergarten-based Curriculum Development in Gannan Tibetan area is to explore cultural knowledge familiar to preschool children and close to their daily life.In this way can we inherit cultural knowledge and cultivate awareness of the Chinese nation.A Case Study of Multicultural Kindergarten-based Curriculum Development in Gannan Tibetan area,through ethnography research method,adapted field research methods in Educational Anthropology,in-depth local government,departments of education,kindergarten,family and village,as well as materials are collected through literature analysis,interview,observation and questionnaire survey.Habitat knowledge,familiared with preschool children in Tibetan areas,conducted as multicultural curriculum resources.It aimed at providing theoretical basis and policy suggestions feasibly,or striving to explore path for preschool education Curriculum Revolution in Gannan Tibetan areas.This study begins from conception definition of multiculture and kindergarten-based curriculum development based on multicultural education theory and Chinese nation plural integrative education theory as well as explains the necessities of kindergarten-oriented curriculum development in Tibet areas and the research value.After that,the study determines the theoretical basis,illustrates the research thought and constructs the research framework.Thirdly,in the study,ecological environment and social culture in Gannan areas are classified and sorted which are used as a resource system for kindergarten-based curriculum development.Fourthly,the study mainly aims at conditions of kindergarten-based curriculum development.If a kindergarten is in the absence of the conditions,the task of curriculum development is hard to accomplish.Finally,analyzing characteristics and function of kindergarten-based curriculum development,the study also puts emphasis on its goal,organization and implementation of contents as well as evaluation according to the curriculum development principles from Ralph Tyler.The process of kindergarten-based curriculum development in Gannan Tibetan areas,particularly,includes four basic steps.First,the main aim of Multicultural kindergarten-based curriculum should be defined.Course Objectives are not only the direction of curriculum selection and organization,but also the principles of curriculum implementation and evaluation.The research related to preschool children’s physical and mental development characteristics,local social life as well as traditional Tibetan culture and described from three aspects of knowledge and skills,process and methods together with attitudes and values.This help a preliminary understanding of habitat culture basic knowledge and skills in Tibetan areas,feel natural,to participate in social and self-experience,cultivating the community consciousness of the Chinese nation in the hearts of children’s consciousness.Second,the contents of new curriculum should be organized.Cultural resources are rich and varied in Tibetan areas,so the selection and organization of the kindergarten curriculum is a transformation from the invisible cultural resources to explicit curriculum knowledge and a process from Tibetan culture which is explored and sorted with philosophy,pedagogy and psychology to kindergarten-based curriculum system.Curriculum contents should fit the characteristics of preschool children,emphasizing preschool children’s understanding to cultural knowledge integration.So multicultural curriculum contents are characterized by topic activities and regional activities.Third,the new kindergarten-based curriculum should be implemented effectively which is a process of which the new curriculum is put into practice.Implementation is one of the significant phases in the whole process.We should do three things in the implementation: 1)improve the teachers’ ability of curriculum development and implementation;2)improve classroom teaching effectiveness;3)encourage teachers to carry out the research in teaching.Finally,curriculum evaluation should be improved.Curriculum evaluation is not only the guarantee of curriculum implementation,but also an inexhaustible driving force for continuous development of curriculum implementation Curriculum evaluation plays a role of supervision,regulation and discrimination in the process of curriculum development,aiming at finding out problems,constantly improving and reconstructing.Evaluation process is a democratic process and an equal dialogue and communication process.In conclusion,Kindergarten-based Curriculum development in Tibetan areas is not only an effective component of the Chinese nation multicultural curriculum system,but also an important path to build community awareness of the Chinese nation based on pre-school children’s experience.The study constructs an “Habitat rational nesting pattern” for multicultural Kindergarten-based Curriculum development in Tibetan areas,providing a reference for the curriculum development of minority areas.