Research On Kindergarten Curriculum Towards Co-living

Throughout the history of children educational thought home and abroad,education in life or perfect education life has always been the common pursuit of many educators.Under the influence of this thought,cherishing the unique value that life imposes on children's development and the Curriculum Combined with Life in the Kindergarten have become the basic beliefs on kindergarten curriculum.However,the way to combine kindergarten curriculum with life is not that snooth.Because of the adult orientation,the knowledge centered education,science and technological supremacy as well as the symbol worship,a series of dilemmas occurred,including the alienation of children,the fading off of life,and the lost of the curriculum.These problems derive not only from the overlook of children's potentiality and life value,but also from the silnplistic dichotomy by separating adults from children,science from life,and curriculum symbols from meanings.In order to resolve these problems,this study,based on theoretical fralework of "relation thinking" and "postmodern curriculum",explores the following questions:(1)In "the Curriculum Combined with Life in the Kindergarten",whose lives does the word"life" refers to?(2)what are the relations among different subjects and their corresponding life in the kindergarten curriculum?What kind of scenery can the common life be?(3)What kind of normative status should the so called "the Curriculum Combined with Life in the Kindergarten"be?In the beginning part,this study elucidates the necessity and possibility of kindergarten curriculum to "common life",primarily from these three dimensions of ccharacteristics of children","characteristics of life",and "the inter-subjectivity of teacher-child relationship",thus confirms that the "common life" is the essential characteristic of kindergarten curriculum.Firstly,children are unique individuals in social life,partially depending on others.Their developments are the results of self-construction and social mutual construction.Therefore,children grow up in the common life.Secondly,life has a common character.Everyone lives in the lifeworld of his own,expands his lifeworld through the common life and interactions with others,and thus survives and develops.Thirdly,based on the prerequisite that children and teachers are equal subjects,this dissertation justifies the inevitability of children-centered education,demonstrates the inter-subjectivity of the relationship between teacher and children in the kindergarten curriculum.These reveal that "common life" is the essential hallmark of the kindergarten curriculum.This dissertation goes on to expound the intrinsic attributes of the kindergarten curriculum.including "needs of common life","for common life","from the common life" and "through the common life",mainly based on the genetic epistemology,cultural and historical theory,ecological system theory,and postmodern curriculum theory.These findings further confirmed that "common life" as the essential characteristic of the kindergarten curriculum.In addition,it is also needed to realize that teachers are more capable of professional educators.Teachers are required to actively enter the children's lifeworld,live collectively with children,observe children,appreciate and involve themselves in children's interaction with self,others and the environment.Teachers are expected to facilitate the growth of children's experience,the happiness of children's life and the self-construction of children's identity.Finally,this research attempts to construct the kindergarten curriculum system of common life,with sharing happiness as the curriculum aim,multidimensional life as the curriculum content,multiple dialogues as the curriculum implementation processes and strategies,and the two-way integration as the curriculum generating path.First,happiness is the inner purpose and ultimate pursuit of education;the kindergarten curriculum goal is to head towards the common happiness.Among them,children's happiness is the core,adult happiness comes from,point,the influence of children's happiness;Second,children's life is laden with education;children's education is the life of children.Kindergarten curriculum content should originate from the children's lifeworld and fosters the collision and integration among early childhood experiences,teacher experiences and racial experiences in the common life of teachers and children.Third,Kindergarten curriculum implemeltation is not a process characterized by teacher's "teaching" and children's "learning",but a process of multiple dialogues among teachers,children and environment,in which "mutual learning and symbiosis" emerges.Fourth,the kindergarten curriculum has a significant"emerging" characteristic.The path of emerging is that,through the teacher's interpretation and the practices of children's multiple senses,"symbolic text" of the curriculum is translated into comprehensible and experienceable "meaning text".In short,the Curriculum Combined with Life in the Kindergarten is not a simple return to children's life,but the double return to children's real life and possible life,through the common life of teachers,children and other participants.The quality of kindergarten teachers is the guarantee of children centered education.The realization of teachers' subject status and subjectivity is the prerequisite for the realization of children's subjective status and the development of children's subjectivity.Therefore,the kindergarten curriculum should become the process of common life,mutual learning and symbiosis and sharing happiness among children,teachers and other participants.