Return To Life Of The Kindergarten Curriculum Studies

The author thinks that the life in kindergarten is the curriculum in kindergarten. All the activities in the daily life in kindergartens are instructive.This thesis analyzes theoretical base about the back-to-life curriculum in kindergarten from the angle of life, life and children, life and curriculum, which put forward the point that life is definitely to occupy, enjoy, assimilate and create the material culture, spiritual culture and institutional culture of human beings, and life is an motile activity which exists, develops with a person's life and which can realize a person's life values. The thesis also advances the view that the children's mental and body characters decides that their study style is experiential, integrated, gameful, active and passive. All these make the life world of children become a unique one. Life character is the most basic one of the curriculum in kindergarten.The author learn that the curriculum in kindergarten stray away from the real life in the way of a field research by observing in a few kindergartens and by means of analyzing text. There are some examples such as ignoring the educational values of the daily life activities; the curriculum's divorcing from the children's life experience and so on. At the same time, the author finds that there are some good examples for the curriculum's closely relating to the real life, so we say that it is possible for the curriculum in kindergarten to come back to life.According to problems, the author gives some advices on teaching the back-to-life curriculum. The author holds the views in this thesis as follows. Firstly, different activities in kindergarten relate to the life in different degrees. Daily life activities are the basic life of the children, which are closely related to the life itself and games are the most favorite activities for children, which reflect, enrich and rebuild the children's life, it is possible for the teaching activities to relate life, although they are planned and have strong purposes. Secondly, different activities come back to life in a different way. Daily life activities are needed to exert their educational values and games are played in the environment parallelism reality, the teaching activities are necessary to be related with the life, which will make the teaching activities like daily life. Finally, we should deal with the differences correctly and the author thinks that teachers are the key of relating the curriculum to the life. So, the author suggests that the premise of solving the problems is improving the qualities of teachers, on the basis of this, we should make life run through all the teaching activities and make full use of real life situations, the environment parallelism reality or environment designed technically. The purpose of doing that is to promote the children's development most effectively.