Research On The Strategies Of Kindergarent Techers’ Emergent Curriculum Based On The Perspective Of Constructivism

With the deepening of the curriculum reform in the 21st century,the traditional scheduled curriculum gradually exposes various disadvantages.Under the guidance of the spirit of "kindergarten education guidance outline(Trial)",the concept of generative curriculum has gradually penetrated into the hearts of the people,become an important supplement to the preset curriculum,and promote the theme activities to become more and more perfect with the help of its concept.However,there are still many problems in the specific practice,which are embodied in the source,conditions and implementation of the emergent curriculum in the thematic activities,which affect the quality of the emergent curriculum of preschool teachers to a certain extent.In view of the above practical problems,the research from the perspective of constructivism,based on the practice of kindergarten education,explores the relevant issues of emergent curriculum in thematic activities,in order to improve the quality of teacher emergent curriculum.Based on the above research background and questions,this paper adopts the qualitative research method,and on the basis of discussing the internal relationship between constructivism and emergent curriculum,establishes a new view of instructor’s emergent curriculum from the perspective of constructivism.On the basis of the questionnaire survey,the research objects that meet the requirements of the research question were selected.Through observation,interview,literature research,material object analysis,case analysis and other data collection methods,the experience summary and problem analysis of the current situation of the curriculum generated by teacher W of Y garden class in the thematic activities were conducted.It is found that teachers can grasp the source of theme generation and adjust the strategy in time when generating curriculum in theme activities.However,due to Y garden’s lack of time and training support for teachers to generate courses,teachers themselves have not yet internalized the concept of generating courses,resulting in problems such as teachers’ inability to effectively use the generated resources when presetting activities.In view of these practical problems and influencing factors,it is necessary to start from the internal relationship between constructivism theory and generated curriculum and explore strategies to improve the quality of emergent curriculum.From the perspective of constructivism,the strategies for kindergarten teachers to generate curriculum in thematic activities mainly include three parts: exploring the sources,creating conditions and guiding the implementation: first,starting from different concepts such as constructivism children’s view,the sources of generating curriculum include strategies such as guiding children to generate themes from their interests;second,according to the problems and attribution in the current situation,according to Constructivism From the perspective of "situation,conversation,cooperation and meaning construction" in Xi’s theory,this paper analyzes the conditions for the creation of the kindergarten and teachers.Finally,combined with the specific connotation of Scaffolding Teaching,according to the path of "design scaffolding-provide scaffolding-transform scaffolding-remove scaffolding",this paper explores the specific implementation strategies of generating curriculum in the theme activities.Finally,based on the existing research,we can reflect on the deficiencies and hope that the research can make further progress.