Research On Children’s Learning Style Based On Curriculum Integration In Kindergarten

One of the priorities of the new curriculum reform is to substantially change children’s learning styles, and to form various kinds of learning styles to fully motivate the children’s subjectivity. Therefore, theoretically, this thesis tries to expound the integrated curriculum content and the value of early children’s development, and analyze the learning behavior under the integrated curriculum. Taking the fields of science curriculum of kindergartens in Chongqing as an example, through the actual interview and observation, I find the value of integrative learning for early children’s development, and also the shortcomings in the teaching activities, thus I strive to put forward reasonable suggestions and measures.This thesis is divided into five parts:In the first part, the issues are raised. Through analyzing and sorting the integrated curriculum and early childhood learning styles, this thesis combs the integrated curriculum content, mode, and the study of integrated curriculum in kindergarten. In this study, I find in a wide range of existing research on the integrated curriculum, there is little attention on children, especially the research on integrated curriculum of learning. Therefore, I propose the research purpose and significance of this thesis.In the second part, it is the study design. According to the research purpose, I select the study object, determine the research content, and choose research methods. In order to study children’s learning characteristics under the integrated curriculum, this thesis use the method of observation to record the characteristics of children’s learning styles accurately and objectively.In the third part, it is the children’s integrative learning under the integrated curriculum. Firstly, this section summarizes the meaning and the value of integration course in kindergarten:developmental goals, content integration, the diversity of pathways, developmental evaluation, etc. Then, on the basis of discussing the inherent relationship of the integrated curriculum and children’s learning styles, this part analyzes the characteristics of children’s learning styles under the integrated curriculum. Those characteristics are integrative, combining the autonomy and creation, interaction and situation in the integral whole. Furthermore, this thesis sums up the integrated learning connotation, value and main methods (including" learning by playing", cooperative learning and playing games).In the fourth part, it is the practical study of children’s integrative learning. Firstly, after understanding the concept of preschool teachers’ integrated course, I find that many teachers do not fully understand the true meaning of integrated course and they are influenced by the traditional teaching concept. Secondly, I take the science activities in Chongqing kindergarten as an example. Through observing the teaching activities, I find that many teachers can set reasonable questions to stimulate children’s interest, and inspire them to "learn something by playing games", but at the same time, they ignore teachers’ guidance.In the fifth part, I propose some suggestions and measures. In view of the present situation of preschool teachers’ lack of integrated concept and guidance, this thesis raises some suggestions to improve teachers’ professional teaching ability to deepen the integrated curriculum concept, to pay more attention to the differences of early children’s learning styles, and to reform the methods of evaluating children.