A Case Study Of The Localization Of "Learning Story"

The promulgation of Guidelines for Learning and Development for Children Aged 3-6 and Core Competencies of Chinese Students has led to further reforms in the current kindergarten curriculum and education model,and also inspired us new assessment methods of evaluating children's development.Secondly,“Learning Story”,which is a narrative evaluation model originated from New Zealand,has provided a new way for the republication of the Guidelines due to its unique perspective and method of evaluation.Therefore,it is highly popular in China.However,at present,“Learning Story”is not properly used in most kindergartens in China.Therefore,some problems and contradictions have arisen in the process of implementation..When we use the“Learning Story”in China,we have to consider the domestic conditions,because “Learning Story”has a strong relationship with culture.Therefore,there are some core questions: how do we correctly and objectively understand the “Learning Story” evaluation system? And what is the essence of that system? How to make“Learning Story”work better in local kindergartens in China?This research focuses on the localization of the“Learning Story”with qualitative research method,including case studies,literature review,observation,interviews,and text analysis.The study concentrates on S kindergarten and tries to find out what measures have been taken in the process of localization.Firstly,interview is taken as the main method of collecting data.This study interviewed 2 directors,6 teachers,6 parents,and a nurse of S kindergarten to understand the aspects of concept and practice in the process of localization.Secondly,observation is served as a method of observing teachers' use of “Learning Story”in their daily life,so that the concrete performance of teachers' use of “Learning Story”in collective teaching activities and the problems existing in the localization of “Learning Story”can be understood.Moreover,according to the research needs,the researcher has collected 211 Learning Story texts from small,middle and senior classes,and has analyzed the content of evaluation,the structure of evaluation,the scene of evaluation and the means of recording to judge the specific aspects of“Learning Story”localization.This study takes the value of the localization as the logical starting point,analyzes and demonstrates the theoretical and practical basis of the localization and further explains the connotation of the“Learning Story”localization.Secondly,the study takes the “essence”,“phenomenon” and “use” as a structure to discuss the key events in the practice of localization.The localization of “essence” of“Learning Story” mainly refers to occurrence of the awareness of local service based on the core concept of “Learning Story”.And the localization of “phenomenon”of “Learning Story” mainly indicates the selection and changes in learning disposition,teachers' roles,and evaluation methods.The localization of “use” of “Learning Story” is mainly discussed from the perspective of curriculum construction.Three characteristics of localization of “Learning Story”in S kindergarten are concluded as follows: Firstly,the localization of “ Learning Story” begins with the change of idea.Secondly,the localization of“Learning Story”has penetrated into the entire curriculum activities.Thirdly,the level of localization of the“Learning Story”of the kindergarten is at the state of “reference”.Finally,the author reflects the difficulties of the localization of “Learning Story” in S kindergarten from four aspects: social culture,kindergarten management,teacher professional development,and parental involvement,the last part of the study puts forward the suggestions and strategies of “Learning Story” localization.According to the characteristics and difficulties during the implementation of localization of“Learning Story”,the author proposes the suggestions from the prospective of “breaking”,“establishing” and “combining”.First of all,we should break the inherent state,that is to break the original rules and regulations of the kindergarten.Secondly,the localization should seek its own position and persistence in Chinese culture and children's learning quality.Finally,integrate the curriculum,teachers and parents together,so as to improve the localization level of“Learning Story”.