The Study Of Preschool Teachers’ Professional Development Based On Kindergarten-based Curriculum Development

kindergarten-based curriculum implies a "people-oriented" concept, concerned about the development of children and the teachers, Preschool teachers’ professional development is one of the essence of the Kindergarten-based curriculum development. Kindergarten-based study have been one important aspect of preschool teachers’development ways that been explored now. China’s Kindergarten-based curriculum development of trials and hardships has gone through a journey, to explore the concept of reality this situation, in order to promote early childhood teachers to reach the aspirations of professionals the standard.First the study explores the theoretical that promote preschool teachers’professional development based on kindergarten-based curriculum development, Kindergarten-based curriculum proposed the main position of teachers in the curriculum. Teachers involved in the professional activities of curriculum, through self-construction, practice, reflection, and cooperative learning to promote the professional quality of the structure.This study takes three kindergarten of kindergarten-based curriculum in A zone of Yueyang city Hunan Province as a case to investigate and analyze the mode that preschool teachers participate in curriculum and what changes teachers may, how teachers gain development by using multiple methods, such as interview, observation and so on. Research found:the three main mode that preschool teachers participate in curriculum development are individual teachers, curriculum development group in the field and cross-cutting theme of curriculum development. The activity promotes the enhancement of their professional autonomy in the process, the expansion of professional knowledge, professional capabilities, professional emotional perfection by self-directed or cooperation participate, reflective, study the kindergarten-based curriculum. The way to promote professional development in the curriculum development:self-directed, training, reflective practice, garden-based teaching and research. On this basis, this research analyzes the impact factors of preschool teacher’professional development in this situation, analysis show that kindergarten teachers, the Principal of kindergarten and cultural factors within the child care Parents and high education administrative departments and other external factors kindergartens were affected teacher’ professional development in this situation. Based on interpretative understandings in case study and relevant theory, this thesis reflects the condition and proposes some suggestions from preschool teacher; kindergarten; social about that:setting up kindergarten-base curriculum idea, enhance independent thinking, focus on self-reflection; Organization training, build collaborative teaching and research community, evaluation of the implementation of incentive measures, taking the curriculum leading the way of democratic participation;the guide of education authority,exchanges and cooperation of parents.