Study On Pre-school Curriculum Knowledge From Perspective Of Cultural Philosophy

When the knowledge society arrives, it's impossible to be avoided to raise the thick-knowledge-foundation and can-adapt-each-kind-of-change talented people who study in the pre-school, this demand needs to start in the early time to lay a foundation. Knowledge is the unevadable core question in the curriculum, the pre-school curriculum knowledge is very important in pre-school curriculum, namely what the young children should "study" and what the teacher be supposed "to teach", as well as how the teacher should "teach", and how the teacher should help the children "study".But in the tensity of each culture mutually conflicts, adjusts and adapts mutually, and contains mutually, pre-school curriculum knowledge as the important resource for the young children in the future is a kind of subject curriculum based on "the relations" which deal with the relations between the pre-school curriculum knowledge and the young children and teacher, do with the problem about the teacher's attitude to young children and his response to young children's culture and experience in teaching, as well as reconstruct the child's and teacher's role and so on. This research taking the methodology and the thinking mode by the cultural philosophy and take the kindergarten curriculum knowledge's development process (including pre-school curriculum knowledge's production, choice, product analysis, transmission and evaluation) as the clue, has annotated the pre-school curriculum knowledge's cultural characteristics and connection between it and the person as a cultural being. Under the influence of cultural philosophy thought which fills with the humanities concern at this present age, pre-school curriculum knowledge production, choice, transmission as well as evaluation then become an important topic nowadays in the reform of pre-school curriculum and education.This research primary covers the following six aspects:The first chapter discusses the connotation of pre-school curriculum knowledge as the cultural ontology. The basic concept about knowledge and curriculum knowledge and their cultural philosophy implication's significance explanation makes it upholstery for the pre-school curriculum knowledge's cultural philosophy implication, then the pre-school curriculum knowledge's cultural philosophy value can show. This is also the foundation of entire research argument.The second chapter states emphatically about pre-school curriculum knowledge production mechanism based on the cultural philosophy perspective. Profiting from the principle of philosophical basis on pre-school curriculum knowledge production, seeks the cultural philosophical theory cornerstone about pre-school curriculum knowledge production mechanism. The pre-school curriculum knowledge production was constituted by many cultural factors and the "cultural cohort" and their interaction, the cultural production mechanism representate the "first explains the culture", "latter explains the culture" and "explains the culture mutually". The subject of its production and their cultural operation manifests the process of the value entrusts with, the situation production, cultural creation and the culture regeneration of pre-school curriculum knowledge production.The third chapter has discussed the issue on cultural choice of pre-school curriculum knowledge from perspective of cultural philosophy. The pre-school curriculum knowledge choice is choosen in the category of pre-school curriculum resources whose cultural philosophy orientation has manifested "person's development" and cultural aware, its core value standard has highlighted foundation, integrity and suitability. Although multiple subject engage in choosing pre-school curriculum knowledge, its main subject should manifest on the young children and the teacher.The fourth chapter analyzes "the cultural product" and its shape of the pre-school curriculum knowledge from the cultural philosophy, pre-school curriculum knowledge after the choice will inevitably form certain shape of the "knowledge product". The opposition between curriculum knowledge as the product and curriculum knowledge as the practice is inclined to be the fusion, it will not only be the text form—"the product", also will be the form of action—"the process", which including teaching knowledge activities and play. In terms of pre-school teaching material, the content of the teaching material is the concrete reappearance of curriculum knowledge, manifesting the very strong cultural function, and its cultural connotation is subculture in the pre-school curriculum culture, manifesting the creative production of culture, also manifesting the unique cultural inside story and the cultural quality which are emphasized by the pre-school teacher and leader in pre-school. The fifth chapter is about pre-school curriculum knowledge teaching-culture responsive teaching based on the cultural philosophy. The cultural inheritance is pre-school knowledge teaching proper mission and the pursue, pre-school knowledge teaching, as a kind of cognitive practice, symbolic practice, social practice and ethical practice, is helpful for young children's all-over development and the sustainable development. But it must be constructed personally by young children, also cannot be without teacher's support and the transmission. The pre-school curriculum knowledge teaching is organic conformity of each kind of teaching and activity, and a process of each culture uniformity. Reconsiderate the knowledge teaching based on the cultural philosophy, the cultural responsive teaching is to realize the demand of the pre-school curriculum knowledge teaching. Teacher must fulfill the pre-school culture responsive teaching. Its strategy should be the dialog strategy, reply positively strategy, the observation-plan curriculum strategy, and the feedback resonsideration strategy and so on.The sixth chapter aims to reflect pre-school curriculum knowledge evaluation from cultural perspective. As a part of kindergarten curriculum evaluation, the kindergarten curriculum knowledge evaluation was to judge the curriculum knowledge that has fulfilled or that was fulfilling and the reflection of the practice which is a process that aims at juding curriculum knowledge value and the benefit, as well as the characteristic and the elements of pre-school curriculum knowledge. It is not only to judge the value of curriculum knowledge, but also to judge the value of the curriculum knowledge design, organization and implementation under certain scene. Based on the cultural philosophy's connotation, the pre-school curriculum knowledge evaluation should follow the idea of "human" factor, human-based operation, comprehensive and real evaluation. Its evaluation goal, function, evaluation criteria and so on directly aim at the appropriate study and happy life. The subject of pre-school curriculum knowledge evaluation is multiple but the most important is the young children and teacher. Based on above-mentioned, several models of pre-school curriculum knowledge evaluation have been put forward in this chapter.