Preschool Level School Of Thinking "activity Curriculum Research And Development

Development innovation talented person and pre-school education have been identified as two important goals of educational development of our country Pre-school is one of the critical period of promoting creativity, Pre-school children creativity culture is conducive to the cultivation of innovative talents and improve pre-school education quality. But Overview of the existing literature, discovers that studies in this area is less in China, especially through the system of courses to train pre-school children's creativity is minimal.This study combines with the research production of primary and junior secondary "learn to think "activity curriculum, design pre-school "learn to think "activity curriculum.The thesis was divided in four parts:The first part is preface. This part analyses the background of the re-school "learn to think "activity curriculum development, defines the related concept of curriculum development, summarizes research of training by the children's creativity, describes research ideas and research significance.The second part mainly explores design of re-school "learn to think "activity curriculum. This part mainly discusses six aspects discourse, the theoretical basis for pre-school "learn to think "activity curriculum, characteristics of the intellectual development of pre-school children, setting the target of pre-school "learn to think "activity curriculum, selection and organization of the course content and the preparation of specific programs. The third part mainly discusses the implementation and evaluation of re-school "learn to think "activity curriculum. Through empirical research and case analysis, introduces the implementation and revision process of pre-school "learn to think "activity curriculum, and in order to prove the effectiveness of pre-school "learn to think "activity curriculum.The fourth part is reflections and summary. Through two and a half years of study, researcher combining with she's own practical experience reflect on the capabilities of teachers in the curriculum development process.