A Case Study Of Teacher Involvement In The Development Of Kindergarten Based Curriculum From The Perspective Of Organizational Behavior

Curriculum reform is the core content in the development of education reform and an important way to improve the quality of education.Since the promulgation of "Guidelines for Kindergarten Education(Trial)",the development of garden-based courses has gradually become a guarantee for the improvement of the quality of pre-school education,providing more possibilities for the development of teachers and children.As a key figure in the development of the school-based curriculum,professionally qualified kindergarten teachers have an attitude to curriculum development that affects the success or failure of kindergarten curriculum reform.Teacher input is the explicit form of this attitude,which determines the value judgement and behavior choice of teachers in curriculum development,and have a guiding role.Organizational behavior is the science of studying the behavior law of individuals in the organization.Its purpose is consistent with the research demands,that is,on the basis of understanding the behavior law of individuals,all effective measures are taken to improve the motivation and efficiency of organization members.Based on this,from the perspective of organizational behavior,this study deeply explores the investment of individual kindergarten teachers in the development of park-based courses on the basis of a certain theory,and based on the analysis of related influencing factors,making optimization suggestions to further promote teachers 'investment in kindergarten-based curriculum development.In order to promote teachers' professional development andwork enthusiasm,provide theoretical guidance and practical reference for kindergarten to promote the development of the school-based curriculum,enhance the adaptability of the curriculum,realize the localization of the curriculum,and comprehensively promote the improvement of preschool education quality.Based on the theory of organizational behavior and previous research on teachers 'work input,this study divides teachers' investment in curriculum development into four dimensions,that is,the identification of the goals and values of curriculum development;willingness to obey the development of curriculum development The brought order and norms assume the new role required for curriculum development;can make extra efforts to achieve curriculum development goals;have the strong desire to maintain curriculum developers,can go deep into the curriculum development in the garden,and discover the curriculum development process.Problems and make adjustments.In order to prove the validity of this dimensional division,this study starts from the theory of individual behavior,the theory of curriculum leadership,the theory of motivation,and the theory of organizational culture,and in-depth discusses the operating mechanism and function principle of teachers' input into the organization,which provides theoretical guidance for the advancement of research.In order to access the research site in a more natural way and conduct a comprehensive and in-depth study of teachers' involvement in the development of garden-based curriculum,this study selected case studies in qualitative research methods,and selected a representative and typical kindergarten A as the research object.Taking the four dimensions of teachers' curriculum development as the starting point,they went deep into the research site,and used the interview method,observation method and physical collection method to collect data.Since the establishment of kindergarten A,it has gradually constructed its nature education garden-based curriculum,which can be summarized into four stages,namely the preparatory stage(creating the environment and exploring themes),the intermediate adjustment stage(focusing on games and constructing courses),and the later perfecting stage(return to life and refinement methods).The success of the kindergarten-based curriculumdevelopment is inseparable from the teachers' investment in the curriculum.Through the analysis of the data,it is found that the teachers generally have a recognized attitude to the development of the curriculum,and can take the responsibility of the curriculum developers,regardless of the curriculum planning,or the implementation and evaluation of the curriculum,have a good investment performance.However,there are also problems worthy of further improvement.Some teachers have misunderstandings about the curriculum in the garden.They have not faced their role as curriculum developers and lacked subjective consciousness.It is difficult to adapt to changes in the order and norms brought by curriculum development.Change educational concepts and teaching methods in a timely manner;Weak awareness of the problems in the course development process,and the lack of corresponding professional ability to adjust it,it is difficult to deeply study the development of the curriculum in the garden,and failed to change from a developer to a researcher.Based on the results of the actual investigation,this study analyzes the factors that affect teachers' input into the development of classroom-based courses from the organizational behavior research paradigm,and divides these factors into individual behavior factors,group behavior factors,and organizational behavior factors.The individual behavior factors that influence teachers 'curriculum development investment include teachers' individual values,abilities,and attitudes.The group behavior factors are the influence of the principal's leadership behavior,kindergarten interpersonal relationships,and group decision-making mechanisms on teacher input.The organizational behavior factors are the kindergarten curriculum structure design the influence of organizational culture and incentive system.Different factors have different ways and intensity of influence on teacher input.Finally,in order to further promote kindergarten teachers 'investment in the development of school-based curriculum,this study starts from the current situation of teachers' investment and the main influencing factors,and combines the theory of organizational behavior to propose corresponding optimization suggestions: realize the transformation of the principal's leadership style and construct the curriculum Leading thecommunity,triggering teachers' subjective awareness of the development of school-based curriculum;establishing a scientific kindergarten incentive system to stimulate teachers' intrinsic motivation;creating effective communication methods to create a good interpersonal atmosphere in the kindergarten;strengthening the construction of kindergarten culture,guiding teachers' behavioral awareness,and promoting teacher professional development.Provide guarantee for teachers to actively participate in the development of Kindergarten Based Curriculum.