A Case Study Of Kindergarten Based Curriculum Development Promoting The Professional Development Of Rural Preschool Teachers

With China's increasing attention to the cause of preschool education,Chinese people also have paid special attention to the professional development of rural kindergarten teachers.At the same time,the development of garden-based curriculum as the core of rural kindergarten curriculum construction,not only is the need of kindergarten curriculum reform,but also has an extremely realistic and positive role in promoting the professional progress of rural kindergarten teachers.With the aim of playing more effectively the role of garden-based curriculum development in promoting the professional development of rural kindergarten teachers,the author of this paper takes this curriculum as a master's thesis selection topic,and has carried out a special in-depth study.At present,kindergartens in China have carried out the kindergarten based curriculum development work.At present,our country's kindergartens have carried out the development of garden-based curriculum.To study from a small clue one can see that is coming and to develop more characteristics of rural kindergarten,From a rural outstanding kindergarten in the development of this curriculum,From a rural outstanding kindergarten in the development of this curriculum,this paper selects a Ms.W(supernumeraries),who graduated from the preschool education major and has been teaching for 5 years with the third-level professional title of primary education,as the research object.Through analyze a typical case and deeply analyze of the case teacher participated in the garden-based curriculum development and the progress situation to get the beneficial experience,practical deficiency and corresponding solutions of kindergarten-based curriculum development to promote the professional development of rural preschool teachers,and finally provide positive references for the professional development of other preschool teachers.This study comprehensively adopts the literature method,text analysis method,observation method,interview method,scale evaluation method,etc.and takes the development of kindergarten based curriculum in rural kindergartens as the starting point to conduct in-depth case study on the professional development of rural preschool teachers.By using observation method and case interview,This paper concluded that the participation of rural kindergarten teachers in the development of kindergarten based curriculum mainly goes through three stages: trial stage,transition stage and development stage.Through the utilization of case interviews and field observation and scale evaluation methods,a comprehensive grasp of the garden-based curriculum development to promote the change of Ms.W in early childhood teaching professional philosophy,early childhood education professional knowledge,early childhood teaching professional abilityand personality,confidence,needs,attitude and in the other aspects.Through the interview,observation and text analysis of the case,this paper summarizes the practical experience of kindergarten based curriculum development to promote the professional development of rural preschool teachers.With the interview and observation of case and analysis of text data,this paper summarizes the realistic experience of garden-based curriculum development to promote the professional development of rural kindergarten teachers.In the end,this paper puts forward certain suggestions and inspirations based on the entire mastery of the case situation and targeted comprehensive analysis.This study achieved an outstanding effect on the basis of deeply analysis of typical case study of rural preschool teachers,Through the research,the author believes that rural preschool kindergartens and teachers have the conditions to develop kindergarten-based curriculum;Kindergarten-based curriculum development is not only a single closed curriculum creation process.The five areas of curriculum proposed by our country to be implemented in kindergartens,needs a kindergarten-based process.the foreign curriculum of the local reference also includes a kindergarten-based process.Both of them belong to the kindergarten-based curriculum development;In order to achieve positive professional development,rural preschool teachers not only need extensive learning and promotion,but also need to pay attention to the positive role of kindergarten-based curriculum development.The main conclusion of this paper is that kindergarten-based curriculum development and rural preschool teachers' professional development is closely related.By participating in this course development,rural preschool teachers' positive professional progress can be obtained in many ways.At present,rural preschool teachers not only accumulated plenty of useful experience in this field,but they are also facing more severe difficulties.and to face the challenges,as long as the overall efforts to absorb the useful experience in the process of participation,continuously promote the realistic predicament of actively improving,as park development,this course can gain rural preschool teachers' professional positive promotion.With the development of garden-based curriculum,rural kindergarten,teachers can gain positive professional promotion as long as they actively address the challenges,try to absorb useful experiences in the process of participation,and continuously promote a positive improvement in the real dilemma.Therefore,we must make efforts to promote the professional development of rural preschool teachers through the development of garden-based curriculum,so as to promote the continuous comprehensive professional progress of rural preschool teachers and ensure the healthy and sustainable development of rural preschool education.