Curriculum Construction Of Rural Kindergarten Mixed-age

Why I chose "rural preschool mixed-age curriculum research" as the topic, the reason can be as followed:Firstly, rural preschool education urges to be improved and developed. Secondly, considering the importance of changing the teaching organization form for children’ development. Lastly, mixed-age education is very popular and developing in a rapid speed. The so-called mixed-age kindergarten curriculum aims to meet the mixed-age education, it suits for different age levels and assembles all kinds of activities with multi-level, and multi-dimension. It plays an important role in improving children’ cognitive, emotional, and social skills.However, because people’s concept of mixed-age curriculum is vague, and lack of basic skills of implementing mixed-age curriculum, leading to produce a series of problems in designing and implementing process of rural mixed-age curriculum. The problems can be listed as that:Lack of familiarity and engaged preschool teacher in rural mixed-age education, lack of some experience can be borrowed to rural mixed-age curriculum, which resulting in a very long period of time, the implementation of rural mixed-age classes are old wine in a new bottle that is to say a traditional approach to teaching the course was used to organize rural mixed-age curriculum.In order to construct rural mixed-age curriculum, the author took two years to collect the relevant material of rural curriculum and mixed-age curriculum, chose two rural mixed-age kindergarten as the research object, conducted in-depth interviews to the leaders of kindergarten and the preschool teachers, and had some detailed observation of the implementation process of mixed-age curriculum. Ultimately, the author constructed the skeleton frame of rural mixed-age curriculum based on the principle of Taylor’s Theory of Curriculum Construction. Author put forward some suggestions and measures to the construction of rural mixed-age curriculum, mainly including determining the aims of the curriculum, selecting the curriculum content, organizing and implementing the curriculum, evaluating of curriculum.First of all, to determine the course target, teachers should consider goal’s integrity, hierarchy and development, that is to say before carrying out the mixed-age activities in rural areas, preschool teachers should be clear about the integrity education goal, consider common goals to help all children to develop, refer to targets of every age’s children, analysis the interest, cognitive areas, category of experience and thinking characteristics of each age of the child, comprehensive considering of the target’s level, and clever fusion of cross-age interaction goal. Secondly, in the aspect of curriculum content choice, teachers should insist on lives, localization and economy principle, that is to say the contents of the course should be the direct experience of life from childhood, should from the local rural special education resources, and make it with minimum cost to achieve the maximum benefits of education. Thirdly, in the organization and implementation of rural mixed-age curriculum, there are three main ways:special education teaching activities, mixed-age regional activities, outdoor activities and daily life activities, these activities are linked to each other, and jointly promote the development of rural children. Finally, in the aspect of curriculum evaluation, preschool teachers should grape on the "rural" and "mixed age", take the target evaluation model and the process evaluation model, and judging of the existing problems in preschool mixed-age curriculum construction and implementation process, accumulating of relevant experience, which is to further improvement of mixed-age curriculum, and comprehensive development of rural children and teachers.