Value-orientation Study On Goals Of Collective Teaching Activity In Kindergarten Curriculum

Under the tidal wave of-globalization, curriculum, which is an essential role for culture reserve and deliver, has been influenced in the forefront of national development of society in China. Under the background of educational globalization, Chinese preschool education underlines the conflict between Chinese and Western culture because of its own characteristics and reform trajectory. Issues about the reserve of local culture are urgently awaited to inspect. Consequently, this study implements its investigation in three sets of Chinese kindergarten text books (for 5-6 years children), exploring the real but indirect value-orientation presented by goals of collective teaching activity and discussing whether this orientation is consistent with Chinese deep cultural value system.The research questions have been raised in Part One from the following three points:cultural choice under educational globalization, value dilemma in curriculum reforms, and the author's own research experience. It also points out that text content analytic method can help to unearth those latent "cultural text" behind the collective activity goals, thus to define curriculum goals' actual culture value-orientation.The Second Part contains three aspects of contents:First, it combs the relation between curriculum and culture from both historical and theoretical lead, illustrating that curriculum is the promulgator of culture. Simultaneously, curriculum itself not merely has the tool value, but also belongs to a cultural part, existing with cultural subjectivity. Only with cultural-identity, curriculum can maintain its rationality in multi-cultural interlocking and authority control in the times of change.Second, it carries on the discussion to Chinese and Western culture differences in their core culture belief systems on basis of culture study and cultural psychology researches, pointing out that the Chinese culture values are focus on "extensive-family" collectivism while Western orientation is individual-focused,which is relatively more independent and separate.Third, according to the above comparison, the article analyses the collective activity goals using a bottom-up approach. It finds out that as to all goals aiming at "me", the culture-orientation shows obvious western style; as to goals involving "group-individual relationships", both cultures demonstrate their mixing influence. On contrary, regarding cultural directly involving goals, Chinese cultural element occupies the main position, the Western culture and other multicultural goal appears rarely. In conclusion, though still holds certain traditional value, goals of Chinese kindergarten curriculum is experiencing a contradictory hybrid existence, which has an obvious Western culture implication essentially.In Part Three, the article carries on thorough discussion about the value-orientation of kindergarten curriculum goals. It considers that this kind of compound target culture with westernization characteristics does not conform to Chinese deep cultural characteristic, also to the actual kindergarten curriculum practice in China. Meanwhile, it addresses that the genuine national culture inheritance cannot depend upon cultural interest experience which merely gives children a cursory look and gains shallow understanding. Instead, cultural value ideas'intrinsic growth in children's mind might be a proper way to rely on.Finally, the article considers that "kindergarten curriculum's cultural consciousness" could be a pondered outlet for Chinese kindergarten curriculum reform. This requires curriculum researchers maintain rational awareness of Chinese "curriculum culture"; keep vigilant on the undercurrent of post-colonialism; insist Chinese core culture values with open mind of cultural paragenesis, as well as promote Chinese indigenous evolution of curriculum theory.