The Research Of Preschool Naturalistic Curriculum

Chinese curriculum reform in kindergarten had come into a new stage since has been published from 2001 .In the instruction of its idea with life education and people oriented, preschool education's lifestyle and playful have been received gradually by immense teachers and academic workers generally. However, as a result of our traditional educational conception and human centralism, preschool education has still dense utilitarianism color. On the other hand, though science and technology revolution has brought tremendous physical wealth, as a result of human centralism was popular widely, children's study chance became also few and few from nature with the live book. Due to preschool children's life being has vivid characteristic preschool period, the foundation of children development depend on children's nature, so, for spurring children potentiality's solicitation and their lifelong continual development, preschool education should respect children's nature, give ear to their need, adapt to nature, accord with nature, and let children's life can naturally spread, and adequately respect the foundation of "nature" to constitute curriculum. Therefore, in the background of current preschool education reform, the research on preschool naturalistic curriculum not only may enrich theory construction of preschool curriculum in our country, but also reconstitute teachers' educational conception, and further carry out the spirit of ,deepen preschool educational workers' cognition for current preschool education reform in Chinese.There were 7 parts in this paper:The first part was introduction. The section started with the sequence of preschool educational reform in our country and existent problems from current preschool curriculum, clarified the academic meaning and practical value of preschool naturalism curriculum, and found out systemic research was few relatively for naturalism from curricular view by researching existing literature, especially in the preschool education stage. On the foundation, the section produced summarily content, route and method, and so on.The second part was historical search on preschool naturalism curricular thinking. The section explored respectively gestation, early development and farther developmental course of preschool naturalism curricular thinking on our country and western country, and clarified its development which was the reflection of production technology and physical science by question closely its historical meaning, its development followed along with recognizing for children, and also reflected inner demand of educational science themselves development. At the same time, the section also explored the research's historical contribution.The third section was the idea and practical appeal of preschool naturalism curriculum. On the foundation of defining basic concept that concerned for the research, the section confirmed educational idea of preschool naturalism curriculum, namely conformance with children's nature, teaching as great nature, and pursuing children's happiness. The practical appeal of preschool naturalism curriculum was mostly researched and analyzed educational thinking and behaviors of children's teachers with editing-myself questionnaire, the result indicated that the research was beneficial to preschool education curricular reform, between teacher's educational thinking and behaviors existed conflict, and we should enhance the academic research of preschool naturalism curriculum, and combine with accelerating teacher special development.The fourth section was the goal of preschool naturalism curriculum. On the level of making clear the goal, the section analyzed respectively the source of curriculum goal, there were children, society and knowledge; furthermore, the research thought that we should according to integrated manner to confirm the goal of preschool naturalism curriculum, and stand out goal's creativity and exploration more; the goal system of preschool naturalism curriculum contained three successive gradation: general goal, content goal and level goal.The fifth section was content's choice and framework of preschool naturalism curriculum. The section illuminated selective direction of preschool naturalism curriculum's content; they consisted of knowledge view according with children's "latest development area", activity view of respecting children's interesting and leading children to explore, and value view of enhancing children's liberal development concretely; the part advanced the principles of aimed, integrative, fitting, explorative characters for the content choice of preschool naturalism curriculum, and so on; the research clarified the content system of preschool naturalism curriculum, there were four aspects about the nature, society, other and self of children's cognition; the section advanced the principles about content organization of preschool naturalism curriculum, they consisted of continual and ordinal characters, integrative and connective characters, and so on; the section decided that the organized manner should focus on concept, subject and problem for preschool naturalism curriculum.The sixth section was the implementation of preschool naturalism curriculum. Aiming at different comprehension about curriculum implementation, the section thought that curriculum implementation is a process of curricular "redesigned" in substance, and a process of mutual action in the preschool naturalism educational idea's care for teacher together with children, and a process of creating new study opportunity continually; the paper analyzed the factors about influencing the curriculum implementation, there were the program-self, the participant and environment, and analyzed mental environment factors with interview's conclusions and observational examples. The part discussed the implementation approaches of preschool naturalism curriculum; the approaches contained instruction, play and life activity on the before-mentioned foundation, at the same time, the part made relevant introduction with interview's conclusions and observational examples.The seventh was the evaluation of preschool naturalism curriculum. The aims of evaluation were to perfect curriculum-self development, enhance children's general development and promote the specialization of teacher. The evaluation's contents included the evaluation of curriculum design about nature, society, other and self, the evaluation of curriculum implementation about instruction, play and life activity, and the evaluation of environment about physical and mental. The evaluation principles were based on respecting fully on children's life; the concrete principles had four items, for example combining with evaluation and betterment. The section researched respectively the evaluation type and method of children and teachers about preschool naturalism curriculum simultaneously.