A Case Study On Teachers' Collective Curriculum Deliberation In Kindergarten

Teachers and curriculum are the two fundamental and decisive factors in process of educating. Accompanying with the progress of the curriculum idea and reform, paradigm of curriculum study and research changes from curriculum to the teacher. Under the influence of emphasizing the factor of "person" in curriculum research paradigm, teachers` position and function in curriculum also have changed a lot. Curriculum exists not only in the "text" as the carrier of knowledge, but also including the factors of"person"especially to teachers and students. The openness of new curriculum concept and the curriculum development in kindergarten demand teachers participate in the process of the curriculum reform. Teachers need to change their roles from the absolutely curriculum executor to the curriculum developers, decision makers and creator.The kindergarten education guidelines (for trial implementation) issued in 2001 provides ideological support for our kindergarten curriculum reform and kindergarten curriculum development. There is no unified standard for national kindergarten curriculum, therefore provides broader space for the curriculum development and teachers' participation in curriculum. To ensure the direction and thorough of curriculum development, the wisdom of teachers` group is needed, and we should adopt the way of deliberation to resolve the problems in the curriculum development and practice. Teachers' collective curriculum deliberation faces to the curriculum practices in specific educating situation, seeking "what should we do" and "how should we do". Deliberation improves the suitability of curriculum, and teachers' knowledge of practice has also be inspected and improved by deliberation.This study adopts the case study, selecting two different kinds of kindergartens in curriculum deliberation. The study embedded in the practice of teachers' collective curriculum deliberation in the two kindergartens, analyzing the status and characteristics of preschool teachers' collective curriculum deliberation, and revealing the influence factors. On this basis pertinence strategies will be presented to improve the teachers' collective curriculum deliberation.This thesis is composed of five parts: The first part is Introduction, mainly introducing the research background, the purpose and questions of study, and the significance of research. The second part is Literature Review. Principal issues about curriculum deliberation, curriculum deliberation in kindergarten, preschool teachers' collective curriculum deliberation and other related questions were summarized and sorted out.The third part is Research Objects and Research Methods, including the choice of methods, the selection of research object, data collection, analysis and research of the validity and ethical issues.The fourth part is Case Study, showing the A and B cases of preschool teachers' collective curriculum deliberation.The last part is Conclusions and Suggestions. This part analyzes the characteristics in preschool teachers' collective curriculum deliberation, reveals the influence factors, and proposes the corresponding suggestions for teachers' collective curriculum deliberation.