A Case Study On The Development Of Curriculum Generation Ability Of Preschool Teachers

The current research on kindergarten generated curriculum focuses on the value,characteristics,the relationship between kindergarten generated curriculum and preset curriculum,the development and utilization of generated curriculum resources and so on.Little attention has been paid to the connotation and development of curriculum generation ability of preschool teachers.Based on the consideration of this problem,this study uses observation method and interview method to conduct an in-depth study on the curriculum generation ability of kindergarten teachers.The main contents of the study include: 1.On the basis of sorting out the literature and soliciting the opinions of preschool education experts and teachers,extract the core elements of preschool teachers’ curriculum generation ability,explain the connotation of each ability,and discuss the relationship between each ability;2.Reveal the development and changes of a preschool teacher’s curriculum generation ability,and present the development process of the preschool teacher’s curriculum generation ability;3.Explore the factors affecting the development of kindergarten teachers’ curriculum generation ability,and put forward Suggestions for the development of kindergarten teachers’ curriculum generation ability.It is found that resource utilization ability,observation and analysis ability,flexibility,effective interaction ability,evaluation and reflection ability are the core elements of curriculum generation ability of preschool teachers.They are interdependent and cooperate with each other throughout every link of the course.Then,the author presents the development of a teacher’s curriculum generation ability.Through a complete description of the development process of her curriculum generation ability,this paper introduces her stories of "preparation and entry","adaptation and development" and "my present",and focuses on the "typical" events in the development process to reproduce teacher L’s development in kindergarten practice.Then,the author first analyzed the procedural characteristics of L teacher’s curriculum generation ability development,and found that her curriculum generation ability was developed in the process of "design-implementation";Generative learning is particularly important in the development of curriculum generative ability,Moreover,the development of curriculum generation ability is gradual and not accomplished overnight;Then the paper discusses the influencing factors of L teacher’s curriculum generation ability from the perspective of internal native system and external support system.The internal native system mainly includes the teacher’s personality and professional quality,while the external support system includes the support of kindergarten and social environment.Finally,the author mainly from the endogenous and external two aspects to promote the curriculum generation ability of preschool teachers to put forward suggestions,mainly include: change the set thinking,understanding the unique value and charm of the generation;To improve professional quality and develop dynamically generated quality and ability;To build a learning community and form a learning organization and cultural order;The establishment of a support platform,play the role of managers to lead and lead in order to provide a reference for the development of curriculum generation ability of kindergarten teachers.