Practical Research On Generative Curriculum Based On "Learning Story" Evaluation

The pre-set curriculum is predetermined by teachers,and the curriculum objectives have operability and certainty.In the formulation of curriculum objectives,curriculum implementation,and curriculum evaluation,it limits the autonomy and initiative of young children.Traditional evaluation methods dominate,and the recording of children’s behavior observations is inaccurate.These problems hinder the individual development of young children and the long-term development of kindergartens.The generative curriculum has gradually emerged with its unique process,situational,and dynamic characteristics,and is being recognized and accepted by more and more early education workers.The practical demand for shifting from pre designed courses to generated courses is gradually becoming stronger.Learning stories,as a narrative evaluation method,has received high attention from early education workers in China since its introduction.It was developed by Professor Carr and her researchers from the University of Waikato,New Zealand,after years of exploration and development.Its basic values stem from the basic framework of early education curriculum in New Zealand.The "learning story" consists of three parts: "attention,recognition,and response",emphasizing that teachers continuously record children’s behavior in real situations,and emphasizing the development of mental tendencies that are conducive to learning contained in behavior.The children’s perspective,curriculum perspective,and learning and development perspective of "learning stories" in New Zealand are basically consistent with the spirit of China’s "Guidelines".As a positive evaluation method for children’s growth and progress,"learning stories" has certain reference value for improving the practice of generative curriculum in China.This study takes M Park as an example,selecting 36 full-time teachers as observation subjects and 6 teachers as interview subjects.Multiple methods such as participatory observation and semi-structured interview were used for practical research,lasting for three months.The research mainly consists of three stages.The first stage is problem diagnosis-the current implementation status of M Park generative curriculum.During this stage,through investigation and interviews,it was found that traditional evaluation methods dominate the evaluation of M Park generative curriculum.Teachers are not sure about the content of the evaluation of "what to evaluate",the evaluation subject is single,and parents have not truly participated in the evaluation of moderate issues.In the second stage,introduce "learning stories" and master new evaluation methods.Through the introduction of "learning stories",teachers in M kindergarten have learned how to respond and reflect on young children’s "magical" moments.In the third stage,using "learning stories" to evaluate and improve the generated curriculum,establish the connection between behavioral performance,learning quality,and domain goals,and construct a theme curriculum network diagram with children as the main body.In practical research,M kindergarten teachers have clarified the connotation and key operating points of "learning stories",learned to observe young children objectively and distinguish their true and false "magical" moments;By writing observation records,preserve the true story plot;By continuously observing,recording,and analyzing the same child,we attempt to construct a learner image from their experience and development,establish a connection between behavioral performance and learning quality,and enable teachers to truly and comprehensively evaluate young children.Through research,several feasible suggestions have been proposed for the implementation of generative courses in M Park.For example,improving the ability to interpret young children’s learning behavior and actively establishing the relationship between learning quality and behavioral performance;Promote the generation of curriculum based on the interests of young children;In the process of curriculum implementation,teachers act as supporters and guides to promote mutual learning and construction between teachers and children;Establish an appreciative evaluation perspective,promote the diversification of evaluation subjects,and mobilize parents’ enthusiasm to participate in curriculum evaluation.