Study On The Teacher’s Attitude And Behavior About Kindergarten Curriculum Unified Or Diversified

Under the policy of developing and popularizing preschool education vigorously, kindergarten curriculum still need to be paid more attention to in practice. Kindergarten is given great autonomy to choose curriculum by the kindergarten curriculum policy of choosing curriculum autonomously. Kindergarten curriculum gradually shifts from unity to diversity, presenting the situation of contending. And this is also accompanied with a series of practical problems such as curriculum cohabitation and curriculum confusion. How exactly kindergarten curriculum should be chosen? Which is much better, unity or diversity? As preschool teacher is the subject of curriculum implementation, her curriculum understanding, curriculum need and curriculum implementation capacity have a great relation to the effectiveness of curriculum implementation. In view of this, taking Zhengzhou city for example, this study tries to investigate the practice of kindergarten curriculum selection and understand the teachers’views, needs of kindergarten curriculum and their use of it. It aims to explore the effective way of developing current kindergarten curriculum. Research questions are as follows:1. How do the teachers think of current kindergarten curriculum?2. How do the teachers use current kindergarten curriculum? Is there any questions?3. How do the teachers think about kindergarten curriculum selection? Which is better, unity or diversity? How to deal with their relation?4. What kind of kindergarten curriculum do the teachers need?Above questions can be divided into two dimensions, such as teachers’attitude and behavior. Data was collected through questionnaire survey and interview study and was analyzed in some way. Form the analysis, we get some valuable information, for example, the current kindergarten curriculum selection is not optimistic; teachers need high quality curriculum and expect the curriculum can be operated easily; in curriculum implementation, they adopt loyal or mutual orientation; the overall ability of teachers’using and implementing curriculum needs to be improved, and so on.Based on the analysis, we draw conclusions as follows: For the current situation, the good of unified kindergarten curriculum purposely is more than the harm of pursuing diversified curriculum blindly. In order to ensure the quality of the kindergarten curriculum and the effectiveness of curriculum implementing, temporary, object-oriented and differential kindergarten curriculum unity would be a good choice.At last, the investigator tries to propose some recommendations to the developing of kindergarten curriculum in the future, respectively from the four aspects of curriculum developer, provider, selector and user.