A Study On The Current Situation Of Kindergarten Curriculum From The Perspective Of "Living Education"

The teleology of "Live Education" proposes to train "modern Chinese" and cultivate people who are different from other countries.General Secretary Xi Jinping proposed that deepening educational reform must bear in mind the tenet of "moral virtue and tree people",reform curriculum ideas,and cultivate socialist builders and successors who are all-round development of moral,intellectual,physical,aesthetic and labor.Although the two are different in terms of formulation,the core of thought is the same.Therefore,the cultivation of modern Chinese needs to start from early childhood education,and the core of early childhood education is the construction of kindergarten curriculum.The kindergarten curriculum from the perspective of "Live Education" is not only conducive to our goal of cultivating children's initiative and creativity,but also conducive to the reconstruction of education structure and professional development based on the core idea of "Live Education ".Up to now,the curriculum theory of " Live Education " has not been limited to the implementation of kindergartens with the idea of "Live Education",but also gradually developed to all kinds of private or public kindergartens at all levels.In this paper,not limited to the kindergarten running concept and guiding ideology,based on the theory of "Live Education",we explore the performance and problems of kindergarten in curriculum practice,and explain the quality of kindergarten curriculum construction and the universality of construction path under the concept of "Live Education".In this paper,the teachers and workers of three kindergartens in a city are selected as the research objects,and the kindergarten curriculum is investigated by questionnaire and interview,and the kindergarten theme activities "happy turn" and "fragrant fruit" are randomly selected as the text materials for deep learning,through the quantitative analysis of the questionnaire survey results,and combining the interview content and theme activities,the children are studied Based on the qualitative analysis of kindergarten curriculum.It is found that the current kindergarten curriculum from the perspective of "Live Education" is limited by kindergarten development planning,teachers' curriculum ability,parents' and community's understanding and attention to kindergarten curriculum,which is mainly reflected in the lack of natural environment creation materials;the lack of operability of specific teaching objectives;the lack of flexibility in the application of curriculum content The implementation of curriculum is difficult to generate;the effectiveness of teacher-child interaction and the communication between home and community need to be expanded;the development and utilization of community resources need to be further deepened.At the same time,there are many problems in the implementation of kindergarten curriculum,which also show many experiences worthy of other kindergartens to learn from: the creation process embodies the curriculum concept of children oriented;the goal of thematic activities is clear;the source of curriculum content is children's interest and experience;the organization form is mainly collective teaching activities and characteristic independent activities;the learning mode is in the game Middle school learning is the main part;children's dominant position is obvious;the evaluation method is becoming more reasonable;the development and utilization of resources in the park is becoming more and more full.Therefore,in order to better promote the construction of kindergarten curriculum,the researchers analyze the problems and experience that are worthy of reference,and put forward suggestions from three aspects: scientific planning of kindergarten curriculum construction,improving the quality of curriculum;training teachers' curriculum ability,improving the quality of kindergarten care and education;overall implementation of community and family interaction and cooperation,coordinate and implement the interaction and cooperation among communities,families and kindergartens to realize the "Trinity" coordinated education.