A Study On The Problems And Improving Strategies Of Kindergarten Principals’ Curriculum Leadership

Curriculum construction is the key to improve the quality of kindergarten education.The construction of high-quality kindergarten curriculum system,the principal needs to have sufficient curriculum leadership.The existing research has laid a foundation for the promotion of the principals’ curriculum leadership by renewing the curriculum idea,optimizing the curriculum operation,constructing the experience of local curriculum reform,and paying attention to the perspective of curriculum culture,however,there is little research on the practice of regional coordination and the active participation of principals in promoting curriculum leadership.Therefore,it is expected to focus on the curriculum leadership of kindergarten principals and involve different types of principals to promote curriculum leadership from the needs of regional curriculum reform.Based on the literature review and practical reflection,this study considers that the curriculum leadership of the Dean can be divided into three dimensions:curriculum charisma,curriculum decision-making ability and curriculum organization ability,its level is restricted by the principals’ curriculum leadership consciousness,curriculum construction knowledge reserve and general leadership ability.By means of questionnaire,interview,text analysis and activity observation,taking City G as a sample area,this paper makes an investigation and analysis on the typical problems of curriculum leadership of directors,the consciousness level of kindergarten principals’ curriculum leadership in City G needs to be improved.There are significant differences in kindergarten principals’ curriculum leadership in the variables of educational background and years of service,and significant differences in kindergarten principals’ curriculum charisma in the regional variables.In the three dimensions,the appeal of curriculum is relatively good,but the enthusiasm and two-way interaction between the principal and the teachers are insufficient,the decision-making ability of curriculum is relatively weak,and there is a general lack of relevant decision-making experience and methods of curriculum reform The curriculum organization is relatively good but the resultant force supporting the curriculum reform is insufficient.In terms of individual differences,curriculum leadership is affected by the lack of professional authority,and curriculum leadership is affected by the lack of practical experience of curriculum leadership.In order to solve the above problems,in the exploration of two and a half years,this research carried out practical research from the aspects of activating the consciousness of curriculum leadership of principals,solving the universal problems of three dimensions of curriculum leadership of principals and the personalized problems of different types of curriculum leadership of principals,and comprehensively adopted various working methods,such as thematic research and training,joint teaching and research,activity display,case diagnosis,and matching assistance.A number of typical cases have been formed.The analysis on the combination of the principal’s self-assessment and the kindergarten curriculum pattern shows that these working methods have been effective in improving the principal’s curriculum leadership.Through a systematic summary of practical experience,and under the guidance of constructivism learning theory,learning community theory and reflective practice theory,this study further puts forward three strategies for improving curriculum leadership of principals,that is,activating the subject consciousness of curriculum leadership with task drive,and consolidating the knowledge base of curriculum leadership with community research.Improve the practical level of curriculum leadership through guided reflective practice.