A Case Study Of A Curriculum Reform That Advances The Process At The Kindergarten Level

About the top-down curriculum reform has a general and inherent theory:teachers’ quality determines whether the curriculum reform is successful or not. This research presents the curriculum reform implemented in the internal of case kindergarten, including the change of classroom routines and in the process of implementation of "area activities" , to reveal the complex power fluctuation and the interaction between different roles, to deepen the understanding of the way of kindergarten curriculum reform .The paper adopts the methods of depth interview and observation, collected a large number of data about the principal, teachers and experts in the process of reform, gets the following findings:In order to implement and respond to the higher order policy and the "curriculum through games" spirit, the case kindergarten breaks the old state to adjust the classroom routines making the area activities as the center. Managers’ wrong understanding of the administrative requirements and the reform vision, authoritative leadership, the low efficiency’s support,such as lectures and seminars, and teachers’lack of the reform initiative and the reflective ability leads to the phenomenon that teachers think "curriculum" as "collective class" and "integrate the curriculum into area activities" as "put the course in area activities" in the actual implementation process. The different of teachers’ attitude for area activities reveals the understanding degree of teachers for the reform. The fact between "strict supervision" attitudes of the principal business with "confusion" of teachers makes the collective activity as the center of the classroom routines again and believes that this adjustment is right understanding of the administrative requirements and curriculum through games spirit.The promoting process of the case kindergarten to curriculum reform process reveals the difficulties of a reform in the practice and propulsion, the most deadly, the spirit of reform is misunderstood and distorted from the very beginning, and the correction must be paid by a teachers’ helplessness and frustration and the sacrifice of development of children. Based on this,the researchers proposes that promoting a effective and top-down curriculum reform in kindergarten level must make the full shared vision as the premise and makes the establish of a trust relationship and learning community as conditions.