Investigation And Research On The Status Quo Of Teachers' Participation In The Development And Implementation Of Kindergarten-based Courses

After nearly 30 years of exploring the three-level curriculum management system,preschool education in our country has gradually realized the importance of developing garden-based curriculum.Since then,kindergarten-based curriculum has become an important part of kindergarten curriculum reform and practice,and the reform and development of kindergarten curriculum is also moving towards the development of garden-based curriculum.The guiding outline of kindergarten education(trial)(hereinafter referred to as the outline)and the definition of garden-based curriculum reflect the importance of teachers' participation in the development and implementation of garden-based curriculum,and teachers become the main force in curriculum construction.As the main body of the development and implementation of the kindergarten-based curriculum,kindergarten teachers' participation affects the effectiveness of the development and implementation of the garden-based curriculum.Teachers in the garden-based curriculum no longer only participate in the implementation of the curriculum,but also participate in the research and development of the curriculum.This research mainly adopts the qualitative research method,combines the literature method,the interview method,the observation method and the object collection method,focuses on the enthusiasm of the teacher in the development of the garden-based curriculum and the understanding of the value of the garden-based curriculum.In this paper,the teachers' choice of curriculum objectives,the grasp of curriculum content,the organization of curriculum and the attitude and behavior presented in curriculum evaluation are investigated,so as to find out the role of teachers in the actual state of participating in the implementation of curriculum development,analyze the differences between the actual state and the corresponding state of teachers and find out the different reasons(i.e.,influencing factors),and then put forward some suggestions to promote teachers' effective participation in the development of garden-based curriculum development.The research found that the main problems of teachers in participating in the curriculum development and implementation of the garden are 1.participation consciousness is weak;2.participation ability is uneven,manifested in two aspects,one is that the lack of education and teaching experience affects the participation effect,the other is that the understanding of the professional characteristics of preschool teachers does not fully affect the professional function play;3.participation is limited.The main factors influencing teachers' participation in the development and implementation of kindergarten-based curriculum are as follows :(1)the lack of integrated curriculum leadership and management in kindergartens;(2)the lack of corresponding specialized training for teachers;(3)the lack of teacher participation culture in kindergartens;(4)the heavy workload,tight time allocation and insufficient support conditions.Therefore,there are some differences between the roles played by teachers in the process of participating in the development and implementation of the garden-based curriculum relative to the roles in the state of necessity.In view of the problems found in the study,the author thinks that the author should put forward the relevant construction from the aspects of perfecting the teachers' own knowledge structure and increasing the support and guidance of the kindergarten.One is to strengthen the promotion of professional ability and promote the enthusiasm of teachers to participate in the development and implementation of the garden-based curriculum;the other is to clarify the professional characteristics of preschool teachers and establish a correct role.The third is to help teachers to establish clear role understanding from practice,to use the garden-based teaching and research for targeted training;the fourth is to provide a platform to promote communication and learning among colleagues;the fifth is to give teachers certain curriculum rights under strengthening the leadership of the garden director;and the sixth is to improve the curriculum evaluation mechanism.