Research On The Development Of Kindergarten-based Curriculum In Kindergarten Science Field Based On Natural Environment

In 2001,the “Guidelines for the Guidance of Kindergarten Education(Trial)”promulgated by the Ministry of Education proposed that the scientific field is a process of scientific enlightenment for children,and it has unique value.As the continuation and development of natural knowledge teaching in kindergartens,it can not only enrich children's knowledge,expand the vision,but also develop the intelligence,cultivate interest in science and the spirit of exploration for children.In 2012,the Ministry of Education's “Guidelines for Learning and Development of Children Aged 3-6” clearly pointed out that the goal of kindergarten science is to “be close to nature,like to explore;to have preliminary inquiry skills;to understand surrounding things and phenomena in inquiry.” It is a basic means to use natural objects and natural phenomena in the natural environment for the implementation of activities in the scientific field.However,due to the limitations of conditions,the large areas of of urban kindergartens is cement and plastic land.There is little natural environment for children to contact.In this study,a kindergarten with abundant natural environmental resources was selected to conduct research on the development of the garden curriculum in the kindergarten science field based on the natural environment.Based on the “Taylor Principle” and Chen Heqin's “living education” theory,this study uses the literature,interview,questionnaire survey and observation as research methods to deeply analyze the natural environment of kindergartens and the characteristics and needs of children.The “Little Mystery of Nature” was identified as the name of the kindergarten-based curriculum,and the development of the curriculum in the field of science was carried out.Specifically,it starts from three aspects.Firstly,it uses the methods of interviews and questionnaires to analyze the background and feasibility of the development of garden-based curriculum in the field of science.Secondly,it carries out the practice of garden-based curriculum development in the field of science.This part includes four steps.The first one is based on “three sources” of Course Objectives proposed by Taylor,selecting goals that suit children's interests and needs,and setting the overall objectives of the science kindergarten-based curriculum in the science field;secondly,according to the course objective,the course content is selected and compiled from the three dimensions of subject(field)knowledge,social life experience and activity experience,and the course theme objectives and course theme contents are formulated in combination with the natural environment;thirdly,putthe design of course into effect by teaching activities and then case study is adopted to present and analyze the teaching activities;fourthly,evaluate the kindergarten-based curriculum in the field of science from three aspects: curriculum plan,curriculum implementation process and curriculum effect.Finally,reflect on this kindergarten-based curriculum and propose further development.This study was carried out in the daily life routine of kindergartens,aiming to improve the innovative spirit and practical ability of young children and cultivate the interest of children in scientific learning.The research shows that the development and implementation of the garden curriculum based on the natural environment,can help children expose to the animals and plants they usually unable to reach,satisfy children's exploration and thirst for knowledge of science and broaden the horizons of children.Through the implementation of the kindergarten-based curriculum,the children's knowledge,experience,operational ability,creativity have been significantly improved,and children's interest in scientific learning has been enhanced.Due to lack of experience,there are still some problems in the development of the curriculum,such as single subject content,inadequate curriculum evaluation mechanism,and research samples is limited.The author puts forward suggestions for further development from the perspectives of curriculum resources,curriculum management and curriculum system.