A Study On The Educational Narration Of Novice Teachers Participating In The Kindergarten Based-on Curriculum Development

As the country to the attention of the preschool education,kindergarten teachers demand,cause the novice teachers' teaching quality the good and bad are intermingled,and kindergarten-based curriculum development is a hot topic of the kindergarten in the special period,the intention is through Education Narrative Study present novice teachers to participate in the kindergarten-based curriculum development and to promote novice induction at the beginning of teacher's professional development.This research adopts Education Narrative Research,in the Qualitative Research,a new teacher who graduated from the preschool education professional for one week was selected.Z teacher's teaching plans,teaching notes and "teacher and pupil pairing record" is analyzed by Text Analysis;and through the Observation method on the Z teacher in three months,recording the Z teacher behavior level to participate in the kindergarten-based curriculum development of this course related events,supplemented by Interview method to Z teacher participation in the process of knowledge view and confusion in ideology.The research found that:1.On the whole Z teacher in the first semester in kindergarten-based curriculum development process mainly embodied in "bystander","performer" to the change of the role of"design for beginners",mainly involved in the class and grade level curriculum implementation,and mainly for the teaching materials and the adaptation of kindergarten-based curriculum resources.As "bystanders" stage performance for understanding the kindergarten-based curriculum development is fuzzy,mainly through observational learning teacher at the class level teaching methods in the implementation of kindergarten-based curriculum implementation and organizational skills,and at the same time listen to understand different teachers' suggestions and opinions in the process of kindergarten-based teaching research to improve their level of practice;As the "performer",it is the imitation and implementation in the the kindergarten-based curriculum development,and organizes the activities in strict accordance with the time point of each link of the prescribed half-day activities;To imitate the language and strategy of the half-day activity of the master,but in the process of organization,there is a field order out of control;Lack of appropriate guidance in the involvement of regional games;In the implementation of teaching activities,the teaching cases,the activities of the difficult point is hard to grasp and the activity time too long;As a"design for beginners",she can be independent design basically lesson plan and organize activities,according to the teaching material or kindergarten-based curriculum resource outstanding case to adapt,fine-tuning the activities target,and to use the Parents resources in the process,under the guidance of master to increase new activity material,modified activity plan,organize and implement activities independently.2.The factors influencing the development of teacher Z's participation in the kindergarten-based curriculum development are mainly analyzed from two perspectives:kindergarten and novice teacher.Including the lack of pertinence of training,mandatory kindergarten teaching management,and the promotion of kindergarten's "teachers and students pair" system;The novice teacher lacks the theory of the curriculum and the development of the kindergarten,The pre-employment course is not in place.,the self-reflection is not comprehensive.In view of the research conclusion,on the basis of the role of novice teachers to transform in participating in the process of kindergarten-based curriculum development,this research puts forward some specific Suggestions for different roles from kindergarten and novice teachers.