The Development Of Zhang Xuemen's Behavioral Curriculum And Its Practical Significance

Zhang Xuemen is a well-known early childhood educator in China, he argued that the kindergarten behavior curriculum is the centre of his education thoughts. Life is education, the practice of five or six-year-old children in kindergarten life are behavior curriculum. Behavior curriculum puts "the development of the individual and society" as the goal, puts "life" as the curriculum basis points, puts "behavior" as the center, makes children get the basic experience through the method "Teach-Learn-Do amalgamation", so as to lay a solid foundation for further development. The role of behavior curriculum attaches importance to life, experience, behavior and other factors in the course, which is also the main direction of today's curriculum reform in China. So it has important inspiration significance for the development of kindergarten curriculum reform to study behavior curriculum theory and its development.History method, literature analysis, interviews are main research methods. By collecting the information from mainland and Taiwan, analyzing of Zhang Xuemen related studies, interviewing students of Zhang Xuemen, we can achieve three research purposes.1, reveal the social and cultural origin of behavior curriculum theory; 2, clarify the process of the formation and development of behavior curriculum; 3, explore the realistic significance of behavior curriculum to the current kindergarten curriculum reform and development.From the perspective of social and cultural background, behavior curriculum theory was produced in twentieth Century twenty or thirty years, kindergartens that imitate Japan began in the country, coupled with the development of relevant policies. The New Culture Movement and the "May 4th" movement, and the voice of making scientific which was keeping rising, was driving the localization process of early childhood education demand. Judging from the theoretical origin, both of Zhang Xuemen's and Dewey's educational thought have consistency. There is a close relationship between education concept, children's view, curriculum view and so on; judging from the education practice, both of them stressed democracy, truth and action in curriculum. This paper discusses the development of behavior curriculum from two aspects, which are the development of the core concept, and development stages using time as the clue. Behavior curriculum theory has four core concepts: "experience", "behavior", "life", and "society". The understanding of how the core concepts change embodies the behavior curriculum theory is growing. All in all, the process of behavior curriculum development can be divided into four stages:the "child-orientation" stage (1916-1931), "society-orientation" stage (1931-1946), the patriotism education stage (1946-1966), and cultural Renaissance stage, which was under the guidance of "three people's principles" (1966-1973). Nowadays, Ningbo First Kindergarten has carried on the inheritance and development of the original behavior, which is called new behavior curriculum. In a word, behavior curriculum is a course which is not only based on native country, but also takes the whole world in view. It is child oriented and focuses on the value of life. In conclusion, the realistic significances are:children's real life is the starting point of kindergarten curriculum; with the development of individual and society as the goal, we can establish kindergarten curriculum; "Teach-Learn-Do amalgamation" is the most important method of the kindergarten curriculum; we should develop kindergarten curriculum In view of Chinese style and modernization.