A Case Study On The Development Of Kindergarten Based Curriculum Based On Sanjin Culture

Thousands of years of civilization have nurtured countless Chinese people,and China is a vast and extensive country with different regional characteristics that have nurtured different regional cultures.Education has the function of passing on and renewing culture,and culture is preserved and developed through education.As a specialized preschool education institution,kindergartens are supposed to take up the responsibility of cultural inheritance and development.The development and utilization of regional culture curriculum is conducive to helping children understand their hometowns,form a preliminary understanding and cognition of their hometown culture,and then develop their love for their hometowns and motherland.This study is based on a case study approach,taking Z kindergarten in Shanxi Province,a representative kindergarten in the development of the Sanjin Culture curriculum,as a case study,combining the interview method,observation method,and text analysis method,and analyzing the development of the regional culture curriculum in Z kindergarten in four aspects:determination of curriculum goals,selection of curriculum content,process of curriculum implementation,and curriculum evaluation.To summarize the strategies and effectiveness of the regional culture curriculum in the case park.Analyze its shortcomings and explore its causes.To provide suggestions and inspiration for the development of the regional culture garden-based curriculum.Through the development and practice of the Sanjin Culture garden-based curriculum,Z Park has developed Jin Business and Jin Spirit,Jin Style and Jin Rhythm,Jin Literature and Jin Classics,Jin Arts and Music,and Jin Play and Music.It promotes children’s understanding of their hometown culture,enhances teachers’ ability to develop the curriculum,and carefully creates a distinctive cultural environment.At the same time,there are still some shortcomings in the curriculum development.These include weak integration of curriculum design,lack of systematic evaluation mechanisms,few field trips by teachers to obtain curriculum resources,and insufficient hands-on experience for children.There are reasons not only from the teachers’ side,but also from the neglect of using community social resources and the lack of support and assistance from experts in related fields and local education departments.In order to better carry out regional culture garden-based curriculum development,it is recommended to cultivate teachers’ garden-based curriculum development literacy from three aspects: professionalism,professional knowledge and professional skills.The establishment of a special team for curriculum development,the construction of a system for storing curriculum resources,the construction of a curriculum evaluation system,and the construction of a mechanism for cooperation with social resources are all aspects of integrated planning for curriculum development.In addition,local education departments,public cultural exchange sites and experts in various fields need to play their respective strengths to help regional cultural curriculum development.