Research On Kindergarten Based Curriculum Enactment Ability Of Preschool Teacher

Since the 1990 s,China's early childhood education has begun to explore the three-level curriculum management system of national curriculum,local curriculum and kindergarten-based curriculum.The new round of curriculum reform has broken the situation of over-concentration of curriculum power in the early stage and given local and kindergarten a certain degree of curriculum autonomy.This orientation conforms to the trend of international curriculum reform and also responds to the call for research and development of kindergarten-based curriculum in China,making kindergarten-based curriculum a major feature and highlight of kindergarten curriculum.The Guidelines for Kindergarten Education(for Trial Implementation)and the Kindergarten Work Regulations also provide support and guarantee for the development and construction of kindergarten-based courses from the policy and legal levels.The Guidelines for Kindergarten Education(for Trial Implementation)pointed out that all kinds of kindergartens in urban and rural areas should proceed from reality and implement quality education according to local conditions.The Kindergarten Work Regulations also stressed that kindergartens should make full use of the surrounding educational resources,pay attention to the individual differences of young children and organize educational activities according to local conditions.Curriculum creation is one of the important themes of the current world curriculum reform.It conforms to the theme of the world curriculum reform,meets the needs of social development,is suitable for the development of preschool children,and conforms to China's curriculum management system and national conditions.As one of the manifestations of preschool curriculum creation,kindergarten-based curriculum contains rich ideas of curriculum creation.The gradual construction,continuous development and continuous enrichment of kindergarten-based curriculum conform to the implication of curriculum creation.This study collects a number of national outstanding kindergarten-based curriculum cases,analyzes the characteristics of kindergarten-based curriculum and the embodiment of teachers' creativity in the construction of kindergarten-basedcurriculum,and on this basis divides teachers' creativity into five dimensions.The author identified two kindergartens in Jinan as the research bases,and comprehensively used questionnaire,interview,observation,case analysis and other research methods to investigate the teachers' curriculum creativity in kindergarten-based curriculum,to discuss the current situation and problems of kindergarten teachers' curriculum creativity in kindergarten-based curriculum construction,to make attribution analysis,and on this basis to put forward targeted suggestions to improve kindergarten teachers' creativity,so as to enhance teachers' professional quality and develop high-quality kindergarten-based curriculum.The first chapter is an overview of kindergarten teachers' curriculum creativity based on kindergarten-based curriculum,which includes three parts.Firstly,it defines the core concepts and defines kindergarten-based curriculum,curriculum creativity and curriculum creativity.The second is the dimensional analysis of kindergarten teachers' curriculum creativity.Researchers divide kindergarten teachers' curriculum creativity into five dimensions,namely,the analysis of kindergarten's actual ability,the analysis of kindergarten's ability,the ability to determine and design the theme of kindergarten-based curriculum,the ability to implement kindergarten-based curriculum,and the ability to criticize and reflect.Finally,the research value of kindergarten teachers' curriculum creativity based on kindergarten-based curriculum includes developing high-quality kindergarten-based curriculum in line with the trend of curriculum reform;To improve teachers' professional level and promote teachers' professional growth.The second chapter is a realistic survey of kindergarten teachers' creativity in kindergarten-based curriculum,which consists of three parts.The first is research design,including research purpose,research methods,subjects and investigation implementation.Secondly,through the researchers' investigation of teachers in the two research bases,it is found that there are mainly the following problems in kindergarten teachers' curriculum creation ability: first,comprehensive analysis of kindergarten's insufficient ability;Second,it is necessary to deeply analyze theinsufficiency of children's abilities.Third,the ability to continuously generate courses faces challenges.Fourth,the ability to make full use of various curriculum resources needs to be improved.Fifth,the ability of critical reflection is not strong.In addition,attribution analysis is carried out for the existing problems,mainly including two levels: teachers' low quality of creativity and kindergarten's insufficient support for the kindergarten-based curriculum.The third chapter is to put forward suggestions for the existing problems.Specifically,it includes: based on the reality of kindergartens,generating appropriate themes for kindergarten-based courses;Focus on children's standard and effective growth of children's overall experience;Changing the role of teachers and enhancing the ability to continuously create the curriculum of the kindergarten;Strengthen the awareness of resources and optimize the development and utilization of the resources of this course.Pay attention to reflection and criticism,and continuously promote the quality improvement of kindergarten-based courses.