A Case Study On The Application Of Kindergarten At Localized Curriculum

This paper takes a case on the implementation of localized curriculum. The purposes of this paper is to analyze the real situation of the private kindergarten in Taidong, Taiwan in the implementation of localized curriculum, exploring the plan, implementation strategy of individual kindergarten in localized curriculum, the teaching, the influencing factors and difficulties, and then as the example how to implement a kindergarten on localized curriculum effectively.This case study includes, the researching methods in the paper include interview, observation, literature, thorough surveys, research and analysis, and obtains the following conclusions:Under the background of implementing curriculum theory and reflecting the implementation of curriculum experience, the author agrees that localized education, rethinking nowadays education situation, discovering the problems, then decides to implement localized curriculum. During the process of theme making, transferring curriculum, arranging curriculum, etc. kindergarten SUN improve localized curriculum through the researching of behavior, and the research team, offering teaching resource, help from society, teacher training, etc.The teaching materials come from local areas, combining nature and wilderness around us, society, culture, adopting teaching methods form outside, parents and children cooperation, teaching at the classroom, judging the children by using the localized curriculum with quantitative evaluation form.There are four main factors which affect the implementation of localized curriculum:course plan, teacher, kindergarten and the society. There are also four aspects of difficulties which affect the implementation of localized curriculum: difficult to collect local materials, to stimulate children's interesting, to solve teachers' problem, and to communicate with parents.From what has been discussed above, this study puts forward these suggestions:Attention must be paid to the children's preactical experiences and work share; Attention to the teacher's teaching seminars, education in the cultural knowledge and study of teaching skills; Attention to parents'participation, combination with the community resources and expansion of teaching resource diversity; Attention to kindergarten administrators'professional skills of curriculum leadership; Attention to interaction of guidances experts at the garden and kindergarten, and etc.