Practical Research On The Management Of Lesson Preparation In The Kindgarten In The New Period

In the context of a new turn of curriculum reform in preschool education of Shanghai, the study on the management of preparing lessons aims at promoting the quality of preparing lessons by improving the management of preparing lessons and practicing the idea of new curriculum all around at the level of the management of preparing lessons. Based on the reform, the connotation of the curriculum is stretched, which challenges the management of preparing lessons. The challenges include new contents outside the assigned textbooks, assessments of curriculum contents and their teachings being required to be undertaken in the activities between teachers and children, fully knowing the children through interactions, dynamically organizing the content of teaching, etc.In the two curriculum reforms of Shanghai preschool education, the X Kindergarten missed two times the improvement of lesson preparation management, which is exposing itself more and more serious problems in the management. The problems include:the function of lesson preparation is misundertood, there is no effective agent to implement the lesson preparation activities, the evaluation of the quality of lesson preparation is too simple, there is not enough gurantee for the lesson preparation. Because of those problems, the X Kindergarten has made few progress in the concepts of courses. The backward management is one of the key factors to block the practice of the reform of the new curriculum.According to the concept of new curriculum and based on the new outlook of lesson preparation, this study, taking the X Kindergarten as the case, makes a comprehensive survey of the practical problems in the management of preparing lessons, takes a further analysis of the causes of those problems. On the basis of the previous study, and combined with the exploring practices of the reform in the kindergarten, this paper proposes four strategies for a comprehensive improvement:(1) to renew the teachers'ideas about the function of lesson preparation; (2) to organize the lesson preparation team as a professional learning community; (3) to optimize the evaluation mechanism in improving lesson preparation; (4) to offer enough gurantee for lesson preparation.