Deliberation And Research On Multi-level Curriculum In Kindergartens

This research adopts qualitative research methods,collecting data through observation,recording and interview.From the perspective of curriculum deliberation elements,it describes the present situation of kindergarten A and B in curriculum deliberation of kindergartens,grade groups and classes,including the degree of participation of members,the source of topics,the way of dialogue between teachers during deliberation,and the results of deliberation.Besides,this research summarizes their characteristics,and explains their roles in kindergarten curriculum practice.Through a comprehensive analysis of the similarities,differences and links among the early childhood curriculum deliberation,grade groups and classes,this research finds some features.First of all,there are many issues concerning the value of curriculum or activity plan in the curriculum deliberation of kindergartens grade.Besides,there are many procedural issues concerning activity content,activity organization and activity materials in the curriculum deliberation of group and classes.Moreover,there are many explicit conflicts in the curriculum deliberation of classes,while many implicit conflicts in the curriculum deliberation of kindergartens and grade-group.Furthermore,it is easy to reach a consensus in class curriculum deliberation,while it is difficult to reach a consensus in garden and grade group curriculum deliberation.Then,class and grade group curriculum deliberation plays an important role in solving practical problems in teachers' curriculum implementation.Also,kindergarten curriculum deliberation plays an important role in changing teachers'concepts,adjusting the direction of kindergarten curriculum construction and promoting kindergarten curriculum development.In addition,the three level curriculum deliberation move forward layer upon layer and support each other.Comparing the current situation of curriculum deliberation in two kindergartens,this study finds that:some teachers do not have a comprehensive understanding of curriculum deliberation and are not aware of the improvement function of it;the dialogue between teachers in grade group and kindergarten curriculum deliberation has gradually changed from sharing to problem discussion;in the process of kindergarten curriculum development,the role of grade group and class curriculum deliberation are gradually highlighted.As a whole,there are some obvious problems in early childhood curriculum deliberation,such as:class curriculum deliberation which is easy to be ignored,teachers' understanding of class curriculum deliberation is not in place,and the system of class curriculum deliberation is imperfect.,there are experience authority and identity authority among the deliberative members in the course of curriculum deliberation,and experience sharing in collective deliberation is more than problem discussion.Finally,based on the ecosystem theory,this study proposes that teachers' attitudes and understanding of curriculum deliberation,teachers' curriculum view and concept of children,teachers' determination of curriculum,class teachers' cooperation and interaction directly affect early childhood curriculum deliberation.And kindergarten curriculum deliberation culture,research atmosphere,curriculum deliberation system,the choice of curriculum implementation mode and so on have a indirect and important impact on early childhood curriculum deliberation.Accordingly,this study suggests to take some measures,such as:improving the early childhood curriculum deliberation system,improving the concept of teachers 'curriculum review,paying attention to teachers' professional learning,being vigilant authority in the process of review,and promoting teachers' equal dialogue,etc.