A Comparative Study On The Implementation Of Kindergarten Large Class Science Curriculum

In the 21 st century,the rapid development of high-tech technologies represented by information technology has profoundly changed the face of human life.The rapid development of science and technology has made countries put forward more high-level requirements for the overall quality of their own people.However,there is still a big gap between the public's scientific literacy level and the developed countries in the world."Rejuvenating the country through science and education",the improvement of science and technology must rely on the promotion of education.The relevant research in the United States has long found the key significance of science education in the development of young children.As an important part of kindergarten education in kindergartens,science education for children plays a crucial role in the development of young children.The implementation of the science curriculum in kindergartens is the main way to cultivate children's scientific attitudes,scientific methods and scientific knowledge.Therefore,how to improve the implementation level of the kindergarten science curriculum in China by drawing lessons from the advanced experience of developed countries is of great significance.This study examines the basic state of the implementation of the large class science curriculum in four Chinese and English kindergartens using a qualitatively oriented case study approach.Through the understanding and description of the documentary basis for the implementation of the Sino-UK Kindergarten Large Class Science Curriculum,the implementation of the plan and preparation,the organization and evaluation of the activities,and the resource guarantee for the implementation of the science curriculum,the differences in implementation of the Sino-UK Kindergarten Large Class Science Curriculum were analyzed.Commonality,and finally put forward relevant recommendations to promote the effective implementation of China's kindergarten science curriculum.This paper mainly includes the following six parts:The first part: the question is raised.It mainly introduces the research background,research problems and research significance of this study.The second part: literature review.It is mainly related to the definition of related concepts,related research on curriculum implementation,related research on kindergarten science curriculum in China,related research on foreign kindergarten science curriculum,and related research on preschool education in comparison between Chinese and English,and related concepts and research on kindergarten science curriculum implementation.Conduct combing and induction,and on this basis,review and summarize existing research.The third part: research methods and processes.It mainly elaborates the determination of research methods,the selection of research objects,the basic process of introducing research,and the ethic and validity of research.The fourth part: The basic situation of the implementation of science curriculum in Chinese and English kindergartens.The basic status of implementation of the Sino-UK Kindergarten Large Class Science Curriculum is presented from the four aspects of the document basis for the implementation of the kindergarten science curriculum in the two countries,the planning and preparation of the science curriculum,the organization and evaluation of the teaching activities,and the protection of resources for the implementation of the science curriculum.The fifth part: The comparative analysis of the implementation of the large class science curriculum in Chinese and English kindergartens.After comparing the basic conditions of the implementation of the Sino-British Kindergarten Big Class Science Curriculum,this study considers that the value orientation of the Sino-British Kindergarten Science curriculum converges: Both focus on the development of children's scientific inquiry ability;attach importance to the development and use of children's surroundings;emphasis on providing appropriate The scientific activities that characterize the physical and mental development of young children.In addition,the difference in the implementation of science curriculum between Chinese and English kindergartens is reflected in the orientation of the implementation of the teacher's curriculum,the objectives of the curriculum implementation,the form of the curriculum organization,the evaluation of the curriculum implementation,and the use of resources for the implementation of the science curriculum.The sixth part: Suggestions for Promoting the Effective Implementation of the Science Curriculum for Kindergartens in China.This study makes recommendations from the perspectives of teachers,the implementation process of science courses,homes,parks and communities,and kindergartens.By promoting teachers' understanding of the curriculum,teachers' understanding of their roles is enhanced;the scientificness and effectiveness of the science curriculum implementation process are enhanced;home,garden and community cooperation is strengthened to enrich the resources for curriculum implementation;kindergartens improve teachers through multiple channels.The ability to implement the curriculum to achieve the effective implementation of the kindergarten science curriculum.