A Comprehensive Study Of The Course From "Blueprint" To Reality

Kindergarten curriculum isn’t a fixed frame, but a dynamic process of sustainable development. The comprehensive curriculum of kindergarten has go through a process of continuous exploration and practice in the recent thirty years. Experienced Kindergarten-based curriculum was like a "model". What kind of change have taken place with the "model" becoming the real curriculum?Research described a complete theme activities of the comprehensive curriculum in Nanjing S Kindergarten. Including four stages:curriculum deliberation, curriculum decision, curriculum action and the reflection among teachers.Then it made a comprehensive analysis of the characteristics of each stage. Research suggested that:a high degree of teachers’ participation and concerned about the contents of collective activities and the implement method of group activities, less involved in curriculum evaluation was appeared in the curriculum deliberation. In the part of curriculum decision, the teachers’ own factors effect a lot and it reflects that the children experience as the center of the curriculum decision. In the curriculum action, it is easily influenced by temporary factors, most emergent curriculum content was in regional activities and daily life activities, less in the collective study activity.The concentration on the implementation of low-structured group activities, emphasized regional activities, and focused on the summary of the successful experience was showed in teachers’ reflection.In the part of discussion and suggestions, research analyzed that the factors affecting teachers’ curriculum implementation including many aspects:kindergarten, teachers, children, parents and community resources and some causal factors. Then it discussed two problems such as the different roles of teachers have diverse doubts in curriculum implementation and the lack of complete evaluation system. In the last it put forward some feasible suggestions. For example, combining the teachers’ professional development and the optimization of curriculum resources, building the bridge between novice teachers and mature teachers.Children should be brought into the subject status of curriculum evaluation and to play role in curriculum evaluation. Respecting children as the object position in curriculum evaluation and overall appraise the development of children.