Research On The Needs Of Kindergarten Principals Based On Curriculum Leadership

Curriculum is an important carrier of kindergarten education,and the quality of the curriculum directly determines the quality of kindergarten education.The promulgation of "Guidelines for learning and development for children aged 3 to 6" has laid a solid foundation for the formulation of scientific and reasonable preschool education curriculum settings.It has important practical significance to construct and improve its scientific level.At present,various training systems for kindergarten directors are tending to be perfected.How to improve the training efficiency and how to achieve the training effect is an important direction of teacher training reform.However,there are still many deficiencies in the professional training mode,training program design,training organization and implementation of the kindergarten principal’s curriculum leadership,resulting in the inability of the training effect to achieve optimal results.Improving the principal’s curriculum leadership training mechanism will also help It is an important way to improve the quality of preschool education.This paper discusses the relevant theories in curriculum leadership,principal training and principal course leadership training,and investigates the current situation of the leadership training of the principal course,and analyzes the results of the curr ent situation survey.Starting from the problems and causes found in the training of district and county kindergarten teachers,some feasible countermeasures and suggestions are put forward,in order to provide reference for the deepening reform of the curriculum leadership training of the principal.This article is divided into five parts:The first part: Introduction and theoretical discussion,introduced the reasons for the subject,and made an in-depth discussion on the curriculum leadership of the kindergarten principal and the cultivation of the kindergarten principal from the literature review,which laid a certain foundation for the development of the thesis.Secondly,this paper expounds the purpose,significance,thinking,difficulties and methods of the research,and uses the methods of literature research,questionnaire survey and interview to investigate and study the training of kindergarten principals in a district and county of Nanning.The second part: Theoretical discussion on the training mode of the principal,this part mainly discusses and analyzes the training mode,basic concept and orientation,basic characteristics,implementation of the training program and main tasks of the kindergarten principal based on curriculum leadership.The third part: analysis of training survey results,this part analyzes the survey results of the training status and training needs of the head of a certain district and county in Nanning.The survey contents mainly include the current situation of the principal training,the participation of the principal in the leadership training of the curriculum,and the training needs for the leadership of the curriculum.The fourth part: analysis of the main problems and reasons,this part summarizes the current situation of the investigation,and the research finds that there are deficiencies in the training of garden directors in a district and county of Nanning: the top-down training design cannot be based on the real needs of the garden directors;The training content from the outside to the inside fails to focus on curriculum leadership;the lecture-based training method is difficult to mobilize the enthusiasm of the principal to participate;the program evaluation lacks timely and effective real feedback.The fifth part: Countermeasures and suggestions,this part summarizes and summarizes the current specific training needs of the principal based on curriculum leadership,and explores the feasible path of the principal’s curriculum leadership training: strengthen the construction of the principal training system and improve the curriculum leadership training model;Attach importance to the research on the training needs of the garden director,and implement the curriculum guidance of experts;implement diversified training evaluations and establish a reasonable evaluation system;standardize the post-training tracking and guidance of the garden director to ensure continuous growth support.