A Study On Preschool Teachers’ Professional Development Under The Perspective Of Kindergarten-based Curriculum Development

In recent years, accompany with the deepening of the basic education reform,"kindergarten-based" phenomenon of kindergarten curriculum has become increasinglyapparent, more and more kindergartens start to develop kindergarten-based curriculum.This kindergarten-based curriculum development is associated with the kindergarten andlocal resources, based in kindergarten, curriculum experts, participation of teaching staff,teachers, parents, and formulating this curriculum target, selecting course content, teachingorganization and evaluation of a series of practical process.Kindergarten-based curriculum development establishes the subject status ofpreschool teachers, opportunities and challenges are offered for preschool teachers’professional development. Curriculum development requires teachers to have higherprofessional level, Teacher urgent need to obtain professional development by curriculumdevelopment. So discussing the issue of teachers’ professional development under theperspective of kindergarten-based curriculum development, is of great theoretical value andpractical significance.This study based on the background of the preschool kindergarten teachers’professional development, under the perspective of kindergarten-based curriculumdevelopment, this paper discusses the current situation of preschool teachers’ professionaldevelopment in curriculum development, analysis of existing problems, and put forward topromoting teacher professional development strategy through the kindergarten-basedcurriculum development, so as to promote the progress of preschool teachers’ professionaldevelopment, improve the teaching quality of kindergarten education.This paper around the problem of preschool teachers’ professional development underthe perspective of kindergarten-based curriculum development, is divided into five parts.The first part is introduction, mainly elaborated the research origin of this study, theresearch significance, research status, research ideas and research methods. On the basis ofsummarizing the predecessors’ research, combined with the actual observation, defining thecore concept of the "kindergarten curriculum","the kindergarten-based curriculumdevelopment","preschool teachers’ professional development".The second part discusses and analyzes the relationship between thekindergarten-based curriculum development and the preschool teachers’ professional development. Expounds that the kindergarten-based curriculum development providesopportunities for preschool teachers’ professional development, is an effective way toteachers’ professional development, at the same time, the teacher professional developmentis also the important premise of guaranteeing the kindergarten-based curriculumdevelopment.The third part through to the Anshan X kindergarten director and teachers interviewsand questionnaire survey, understand the present situation of teacher’s professionaldevelopment during the kindergarten-based curriculum development.The fourth part summarizes the problems existing in the kindergarten-basedcurriculum development and analyzes the causes of these problems.The fifth part is based on the present condition analysis of X kindergarten teachers’professional development, discusses to promote preschool teachers’ professionaldevelopment strategy under the perspective of kindergarten-based curriculum development.