Research On The Creation Of Kindergarten-based Curriculum Based On Child-oriented

With the development of society,the progress of human education,respect for the rights of children,more and more become the mainstream of educational attitude.The curriculum is no longer a fixed and top-down "regulation".It tries to make children actively participate in the curriculum and give play to the leading role of teachers in the curriculum,so as to realize the joint participation of teachers and children in the curriculum and truly implement the curriculum creation practice.Based on the background of J kindergarten in Shanghai,this study aims to understand the current situation of Kindergarten Based Curriculum and complete the research of Kindergarten Based Curriculum creation practice.In the part of practical research in this study,the research runs through the whole research process,using literature method,interview method,questionnaire method,mosaic method and so on.First of all,through questionnaire,interview and mosaic methods,this paper investigates the implementation status of Kindergarten-based Curriculum in J kindergarten,understands the awareness and practice of Kindergarten-based Curriculum creation,children's perspective and other concepts of J kindergarten teachers,as well as children's feelings and participation in the implementation of kindergarten-based curriculum,and summarizes the practice mode of Kindergarten-based Curriculum in J kindergarten.Secondly,in combination with the ideas and experience of teachers and children in the early research,the implementation mode of kindergarten based curriculum is referred,Try to sort out the path and method of creating kindergarten based curriculum to prepare for the implementation of curriculum creation.Finally,through the action research method,we can carry out the creation practice of the park based characteristic curriculum,and generate the activity cases,and test and enrich the step and method of the park based curriculum creation in the case summary.Research findings:1.Before the start of practical research,teachers generally had a more open thinking and agreed with the emergence of the new thing of curriculum creation,but showed a "confused" state on how to practice.Through the study of the relevant theoretical knowledge and the practice of the kindergarten based curriculum,teachers have the consciousness of "creation" in practice,and can generate personalized curriculum according to the curriculum framework.2.In the course construction,teachers should create a free and independent environment to ensure the effective realization of children's right to participate.Through the process of curriculum creation,children's awareness of the right to participate is awakened.In rural practice,children are willing to express their ideas,vote independently,hold democratic meetings,and explore in groups.Children's rights are truly realized,and their ability to participate in curriculum construction is also strengthened.3.Based on the creation of kindergarten curriculum based on children's standard,teachers and children are two-way beneficiaries.In the process of curriculum creation,"Curriculum" is no longer the same thing,which makes teachers' sense of responsibility and leading in curriculum deepen,and the level of teachers' curriculum leadership is improved.At the same time,children are an important source of inspiration for curriculum creation.Starting from children's needs,developing appropriate curriculum for children,children's learning quality has also been effectively improved.4.By consulting and learning relevant theories,analyzing the connotation of constructing learning theories and other theories,and learning from regio's program teaching,the path and method of creating garden based courses are generated,Namely,the implementation of rural curriculum "five steps",so that teachers can get help in the practice of curriculum creation,to a higher level.According to the conclusion of the study,the author also reflects on it:1.Is children's participation in creation a "difference" or a "gap" ?2.Is the "five steps" of the course "help" or "resistance" ? And other issues need further consideration.