A Case Study On Pre-school Teacher's Curriculum Consciousness Characteristics And The Influence Factors

The"Basic Education Curriculum Reform (Trial)"published in 2001 indicates that a new round of curriculum reform carries forward. With the deepening of the reform,The dominant position of teachers in curriculum and their professional autonomous ability become more and more attention should be. At the same time, the curriculum reform also proposed higher requirements of teachers. With a new philosophy of education,Have the ability to generate curriculum,Become the basic requirements for new teachers. Teachers are no longer just a faithful executor of course,But the creator who actives exploring,practicing and reflecting in Curriculum Implementation. In the process of turning new role, the ability of teachers with a strong sense of "Curriculum Consciousness" to participate in the curriculum implementation is essential to the curriculum reform.The "Guidelines for Kindergarten Education (Trial)" which published by Ministry of Education in 2001 also pointed out that"The process of organizing and implementing educational activities is the process of teacher's creative work","Teachers should be good at finding educational value that implicit in the things which children interest,games and occasional events ,Seize the opportunity, and give children actively guide","When the planned activities or provided material can not cause the desired reaction,Teachers should take the initiative reflect, Look for reasons, Adjust the activities, programs or educational practices timely, Make it suitable for children's learning". All this require teachers have the positive"Curriculum Consciousness", Play their own subjectivity in curriculum development and implement, take the initiative in exploiting resources and generating courses, In addition, reflect the curriculum Constantly.This research is qualitative-research oriented, describing and analyzing the basic state and features of teachers'curriculum consciousness in an ordinary kindergarten. Numerous factors which influence teachers'curriculum consciousness development are also analyzed. Finally, put forward recommendations to enhance teacher curriculum consciousness. The basic structure of this thesis is as follows:The first part presents the subject. Mainly analyze and state the background, problems, value and methodology of this research.The second part is research view. Relative problems about concept definition, Teacher's curriculum consciousness and preschool teachers'curriculum consciousness are clarified and concluded.The third part is case study. The basic situation of teacher's curriculum consciousness in A kindergarten is described and analyzed in five aspects, including the teacher's consciousness of curriculum reform,curriculum resources development,curriculum creation, curriculum reflection and curriculum research.The fourth part shows conclusions of this research-Pre-school teacher's curriculum consciousness characteristics and the influence factors. This part sums up the basic characteristics of preschool teachers'curriculum consciousness, analyzes the influence factors.The fifth part puts forward the strategies to promote the teacher's curriculum consciousness. Through give teachers curriculum power to strengthen teacher's curriculum subjectivity; in addition, various ways should be adopted to strengthen teacher's ability. At the same, various resources and environment support be rendered for Preschool Teachers.