The Research On The Problems And Countermeasures Of Teachers Participate In Kindergarten-based Curriculum Development

Kindergarten Education Guidelines issued by the requirements in2001:"all kindsof urban and rural kindergartens should proceed from the actual implementation ofquality education adapted to local conditions","teachers from the local conditions ofthis park, combining This class children’s actual the work plan for the development ofpractical and flexible implementation. Since then, more and more kindergartenconsciously to join the practice of curriculum development in the garden. In thecurriculum development of the park, the main body of the kindergarten teachers isboth a Kindergarten curriculum development, but also to children, parents, curriculumspecialists, park leadership and community members interlinked bond; both acurriculum resource, is the preparation of this course in Park, implementers andevaluators, has a crucial role in the garden of the curriculum development.This research，based on questionnaires and interviews designed to survey teachers’understanding of kindergarten-based curriculum development, the difficultiesencountered in the kindergarten-based curriculum development, through itsinfluencing factors in turn proposed to the countermeasure that increase the practicalability of teachers.The research found that teachers’ awareness of thekindergarten-based curriculum development, this course there is a deviation to beconfused with the concept of the kindergarten-based curriculum development and thepreparation of teaching materials, special courses, research, original activities, thesubjective consciousness of the curriculum development of teachers to participate inpark and internal lack of motivation; teachers’ lack of awareness and capabilities ofthe garden of the curriculum resources developed; teachers’ Kindergarten curriculumdevelopment practice is not strong. The reasons for these problems exist mainly dueto the parties to the park inside and outside is not enough support for teachers;professional quality of teachers needs to be improved; teachers lack the knowledgeand ability on the garden of this curriculum development and so on.Based on the above analysis of the teachers in the Kindergarten curriculumdevelopment problems and causes, this study suggests should be the teachers of theirown, internal and external environment of the kindergarten with two aspects,improving teachers’ practical ability of the Kindergarten curriculum development. First, create a support system for effective outside the park; actively carried out atdifferent levels and different forms of teacher employment training to improveteachers ’overall level of professional quality; to enhance teachers’ understanding ofthe garden of the curriculum content and value; inspire teachers to participate in theKindergarten curriculum development intrinsic motivation; to improve teachers’ Parkkindergarten-based curriculum development capabilities.