Comparison And Research On Design Of Default Collective Teaching Activities By Staff Of Different Trained Level

Under the background of education reform, curriculum reform is the main focus. Teachers is gradually taking part in the curriculum reform in the role of curriculum developers during times of curriculum reforms. However, due to the complexity of curriculum developing, the teachers’ability of curriculum developing is still to be confirmed. In view of this, we considered about the collective teaching activities developed by teachers and professional developers from a certain province of China, according to the training level of developers, we divide these activities into3groups, that developed by untrained teachers, short-term trained teachers and system trained developers. We discuss the differences among these3groups in target setting, activity material choosing and activity arranging, and find the ability of teachers in collective activities developing, and in further discuss whether teachers own the ability in curriculum developing.First part of this thesis proposes the problem from3aspects, multiple participants in curriculum developing, teacher’s authority and ability and researcher’s own experience. Then points out that analysis based on the activities developed by the3groups can help to investigate the differences among different trained level group in curriculum developing, futherly discuss whether teachers own the ability in curriculum developing.Second part of this thesis consists of3aspects,1. Explains the concepts of curriculum developing and kindergarten curriculum developing. So as to analyze the curriculum developing participants and demands on developers. Professors and teachers are in different places in curriculum developing due to the differences in their knowledge system and responsibilities.2. Explorer the origin relation between teachers and curriculum developing from the reform process of pre-school education curriculum and the knowledge of teachers on curriculums. We find that teachers are unable to adjust and recognize the change of their own role in curriculum reform, and the "real condition" of their curriculum are not enough to support them to take part in curriculum developing.3. Collect and analyze the requirements by default collective teaching activities on target setting, activity material choosing and activity arranging, establish evaluation system based on what the3groups of teaching activities design is compared and analyzed. There is a significant distance between teaching activities design developed by untrained teachers and short-term trained teachers and that developed by system trained curriculum developers. From the analysis it can be seen that there is gap between teachers and professional curriculum developers on seizing of the curriculum integrity, source of activities, time consumed on curriculum developing, experience and support and the difference between inner staff, which are the main cause of differences between the groups.Third part of this thesis discusses the mentality and confusion of teachers in curriculum developing, considers that teachers are facing the demands of curriculum reform by a negative mental attitude of "ranger" while their ability cannot fit the requirements. Joining the curriculum development is the teachers’ authority, but this must base on the corresponding abilities,"increasing ability" is the precondition of "giving authority","giving authority" can only backfire when the ability is not enough.Finally, this thesis points out that the interaction between teachers and students is required to make sense for course text, increasing the interaction experience quality during teaching process is the top priority of teacher’s job. The purpose for teachers to develop curriculums is to achieve better education, however, in the condition of that teachers are not qualified for curriculum developing, teachers should focus on teaching. Curriculum developing is the job for professional curriculum staffs, teachers should make use of existed education resources and course text which are of high quality. Teachers who are unqualified should be faithful to existed course, put more effort on teaching interaction; while teachers with higher quality and spared energy can make curriculum and educational activities fit for their education objects through "Kindergarten-Localization" process, so as to achieve most optimize use of teacher resource.