Research On The Teaching Practice Of The Scheme In The Background Of Family, Garden And Community Cooperation

As one of the main characteristics of Reggio Children Education System, project approach emerged at the beginning of last century when America initiated progressisme education movement and scientific children research movement. Katz and Chad’s descriptive explanation of project approach is “project is the in-depth research carried out by one or a group of children aimed at certain theme”. By regarding children as center and teacher as guidance, and centering on certain theme or task, project approach is a procedural curriculum model that drives learning activity based on children’s inner motivation, selects activity theme according to interests and task contents, and implements initiative exploration as well as knowledge construction through the fully interaction with surrounding environment. Project approach acknowledges children’s potential, emphasizes that teacher shall respect children’s interest, encourages children’s independent exploration, obtains first hand experience from children’s interaction with environment, and carries out knowledge construction and self expression by various means; meanwhile, it also encourages the interaction among school, family and community so as to enable children to develop compressively during this process. The kindergarten education under the background of cooperation among school, family and community is key point of Chinese preschool education; thus, kindergarten shall cooperate with family and community intimately, fully apply natural environment and community educational resource, expand children’s learning and living space, and serve the early education of community.The main research methods of this study are questionnaire, interview, anecdote recording and material analysis; based on the implementation of project approach under the background of cooperation among family, school and community, it knew and understood the basic flow and key points of teaching, surveyed the change and harvest of children, teachers and parents during project approach, explored the potential dilemma and difficulty when the kindergarten applies tripartite resources to project approach, and proposed effective suggestions as well as measures aimed at the problem. The project theme of this research is “automobile”; teacher and researcher prepare the project together firstly; then it implements according to the way of three phases of project approach, including preparation, implementation and ending phrases.The research found that project approach is feasible and its implementation process includes group discussion, interview and children construction, which enabled children to carry out independent experience and cognition smoothly during interaction with environment; meanwhile, the project approach is beneficial to children, teachers and parents.Children’s development in reading, writing and language mainly manifested in recording ability of reading and writing, listening skill, and oral expression ability; the improvement of cognition mainly embodied in the capacity for solving problem, creativity, concentration and planning; the enhancement of sociality mainly represented in awareness of cooperation and division, negotiation ability, confidence, sense of self-efficacy and independence. Teachers’ acquisition of professional development mainly showed in the increase of cognition of project approach, change of teaching concept, establishment of new teacher roles, and experience of interest of project approach as well as children’s growth. Parents’ participation into children’s learning process made them harvest enjoyment of children’s growth, acquaintance of project approach and recognition of kindergarten’s teaching idea.The following difficulties are encountered during the implementation of project approach:Kindergarten is facing the realistic pressure of checking and rating; it lacks the support of hardware condition and the time limitation is strong. Teachers cannot completely involve into the situation of project approach and their supporting strategy is insufficient. Parents do not have enough time to communicate with teachers or know how to help the kindergarten and teacher. Community is short of the experience and consciousness of participating in kindergarten teaching, and the mechanism of cooperative teaching with kindergarten.Aimed at the difficulties and problems mentioned above, researcher shall reinforce the support strength of project approach, update teachers’ concept, advocate parents’ participation, and develop into cooperation partner with community so as to propose improvement suggestions as well as measures for kindergarten.