A Case Study Of Kindergarten Teacher's Curriculum Decision-Making

With the process of kindergarten curriculum reform, kindergarten teacher's subjectivity in curriculum development is drawing more and more attention, and the autonomy of kindergarten teacher's curriculum decision-making has been promoted. A demonstrational kindergarten in Jiangbei district of Chongqing is chosen as a research sample in the present research, applying a synthetic research method of documentation and case study, to study the current situations of kindergarten teacher's curriculum decision-making in curriculum development, and analyze the factors which affect kindergarten teacher's curriculum decision-making.The results of the research are as follows: in the decision-making of curriculum goals, kindergarten teachers pay too much attention to knowledge and skills, but haven't paid adequate attention to process and methods and emotional attitude and some goals can not be easily realized; in the decision-making of curriculum content, kindergarten teachers identify with teaching materials which are synthetic and related to children's daily life but when choosing curriculum content they are not likely to consider children's life experience and the organization of curriculum content lack continuity and synthetics; in the decision-making of curriculum implementation, kindergarten teachers apply diversified approaches to implementing curriculum and pay attention to stimulating children's interest but haven't paid adequate attention to children's individual differences.The author analyzes the factors, which influence kindergarten teacher's decision-making from such a spects as the characteristics of curriculum reform, related personnel and resources, teacher culture, etc. In the end, corresponding suggestion for kindergarten teacher's better decision-making has been put forth from power guarantee, resource guarantee and ability guarantee.