A Case Study On Kindergarten Teachers’ Curriculum Understanding

In the late 1960 s,the curriculum research paradigm has shift from the paradigm of curriculum development to the paradigm of understanding curriculum.Research paradigm shift in the course study begin to pay close attention to the existence of the ‘people’,Teachers as a key actors of the formal curriculum convert to reality curriculum, whose curriculum understanding is more and more taken seriously by researcher.Since the 1980 s,the curriculum reform in our country has growing vigorously for more than 30 years,Now is the deepening period of the curriculum reform.Although the curriculum reform has obtained many achievements, but at the same time also has some unsatisfactory place.Teachers as the key part of curriculum theory convert to practice, from the cognitive level and practical level to investigate his curriculum understanding situation, has a certain practical significance.By collecting and organizing teachers’ curriculum understanding of relevant literature, found that current research focus on the primary and secondary school teachers,and give priority to quantitative research methods.Based on this, the research adopts case study method of qualitative research orientation to investigate basic situation of the kindergarten teachers’ curriculum understanding.This thesis mainly includes five parts as follow:The first part:The study origin. Main analysis are introduced in this paper the research background,the research questions and the research significance.The second part: The literature review. This part comb and sum up the existing literature in two aspects.The first one is the definition of curriculum understanding.The teachers curriculum understanding is introduced in the second aspect.Final, researcher also summarize and reflect on the current situation of existing research on this basis at last.The third part:The study design.This part mainly stated method identification, study selection,the research process,validity and ethical issues.The fourth part:The kindergarten teachers’ curriculum understanding reality situation.This part comprehensively present the reality situation of teachers’ curriculum understanding from teacher’ espoused curriculum understanding and curriculum understanding-in-use and restrictive curriculum understanding.The fifth part:The conclusions and suggestions.From what has been discussed above,summarized the characteristics of kindergarten teachers’ curriculum understanding and influencing factors, and put forward proper suggestions.