The Specialized Curricula Of Preschool Education In Normal Colleges And The Development Of Teachers' Specialization

In order to train the qualified personnel to meet the needs of kindergartens better, we should readjust the curricula offered by normal colleges, make them suited to the reform and improvement of preschool courses and the qualities of future preschool teachers, and beneficial to the development of their specialization.Based on the guiding ideology of the development of preschool school teachers' specialization, the paper, through defining the curricula, describing the course of its reform in the postwar world and analyzing the tendency of its reform in China's kindergartens, points out that the curricular reform requires the all-round development of teachers' qualities. It also explores how to offer the rational and effective curricula for the realization of teachers' specialization. Combining the reality of China's preschool education reform and the educational situation of other countries in the world, the paper reassumes the courses offered to the teachers, and illustrates the relationships between the quality education of preschool children and that of the teachers, between the specialized curricula of preschool education and the development of teachers' specialization. All this indicates that the progress of preschool education reform should get to the root of preschool education courses in the quality and specification of the personnel offered by normal colleges, that is, the issue of the teachers' specialization development which is a tendency of the teachers' education. Besides, the paper puts forward the structural principles of the new course system. They are to lay stress on the teachers' professional ethics by broadening public basic courses and strengthening the infiltration of literal arts and science; offer students rich and varied educational courses to enrich their knowledge and improve their technical and scientific research abilities; adjust the proportion of the subjects and add the frontiers; prolong their educational practice and enhance the training of their technical abilities to help them think independently; carry out the campus cultural activities widely and so on. Finally, the paper concludes the five models of the new course system: the model of public basic courses, of basic specialized courses, of specialized courses, of practical courses and of activity courses.