The Research On Practice Of The Curriculum Combined With Life In The Kindergarten

The practice of the curriculum combined with life in the kindergarten is an important thesis for the pre-school educator in the new century. On the base both of foreign study and native study on the curriculum combined with life, we simply know that the best curriculum for children should combine with their life. These years, on the basis of studying from foreign research, we Chinese educators are actively developing the practice of curriculum combined with life. But there're many mistaking understandings and actions, as well as the lack of concrete strategies, which seriously hinder the profound development of the curriculum combined with life.In this research, I take two kindergartens in Shanghai as research objects. Through the methods of observing, interviewing and interpreting to the relating materials, the researcher and teachers think about the mistaking points in the curriculum combined with life, and in the meanwhile, sort out and interpret some strategies.Through this research, we know, there're six mistaking points in the practice of the curriculum combined with life. That is, first, some teachers take the curriculum combined with life as exercises of children's living technologies. Second, some teachers take the curriculum combined with life as the learning on certain thesis. Third, some teachers have one-side views on the point that the curriculum comes from life. The fourth, some teachers have one-side views on the point that the curriculum is higher than life. The fifth, some teachers have one-side views on how to develop the curriculum through the combining with life. And the last, some teachers think that the curriculum combined with life hinders children's learning on knowledge.Besides, this research summarizes strategies of the curriculum combined with life from three respects, that is, holding the normal time, widening the field of curriculum vision and combining the curriculum text and life. Through these, we get seven strategies, that is, enhancing the educational consciousness during normal time, holding the normal time by seeping, discovering and supporting, developing curriculum content by combining with the social life, developing curriculum practicing way by combining with the social life, enriching the text on the basis of real life, re-composing the text on the basis of life relations, and adjusting the text on the basis of life resources.