A Study On The Current Situation Of Curriculum Leadership Of Principals In Kindergarten-Based Curriculum Practice

With the introduction of a series of national policies to encourage and regulate the development of preschool education,the pace of implementing basic education curriculum and kindergarten-based curriculum construction in kindergartens around the world has gradually accelerated.As the core role of management,every educational decision made by the principal is related to the quality of the kindergarten operation.The Professional Standards for Kindergarten Principals suggest that principals should have strong curriculum leadership skills in kindergarten care and education,so there is growing interest in enhancing curriculum leadership skills.In the practice of a kindergarten-based curriculum,the curriculum leader of the kindergarten principal determines the quality of the entire kindergarten curriculum,and improving the curriculum leader of the kindergarten principal has become an urgent issue in the development of a kindergarten-based curriculum at this stage.In this study,a quantitative and qualitative study was conducted to find out the true level of curriculum leadership of kindergarten principals in Chengdu by surveying 98 principals who were practicing curriculum-based practices.The results of the questionnaire survey showed that the overall level of curriculum leadership of kindergarten principals in Chengdu was high.On this basis,this study further explored the specificities of the four dimensions of curriculum leadership of kindergarten principals: value leadership,interpersonal leadership,educational leadership,and structural leadership.Combined with in-depth interviews with six principals,the study found that: in terms of awareness,principals lacked breadth and depth of understanding of the connotation of curriculum leadership;in terms of practice,first,in terms of value leadership,principals lacked the awareness and ability to highlight the culture of curriculum from the environment and activities of the kindergarten,did not dig deeply into the research culture of the kindergarten,and had the concept of emphasizing the characteristic curriculum over the basic curriculum;second,in terms of interpersonal leadership Third,in the dimension of educational leadership,although the principal attaches importance to the leadership of education and teaching,the quality of leadership still needs to be improved,and the task-based model of curriculum deliberation needs to be transformed;fourth,in structural leadership,there are problems of imperfect construction of the curriculum cycle system,inadequate curriculum management system,and the ability to organize and run the curriculum needs to be improved.In response to the above problems,this paper makes the following recommendations from two dimensions: First,the principal still needs to continue to improve the knowledge system of curriculum leadership and deepen the comprehensive understanding of curriculum leadership;in terms of value leadership,the principal should deepen the basic curriculum,naturally develop the special curriculum,pay attention to the kindergarten environment and activity culture,and create a good cultural environment for the curriculum;for interpersonal leadership,the principal should strengthen the communication with For interpersonal leadership,the principal should strengthen the awareness of active communication with the higher education administration to enhance the linkage between the garden and the community;in terms of educational leadership,efforts should be made to conduct self-learning and training and learning of curriculum theory to change the mode of curriculum deliberation;for structural leadership,attention should be paid to improving the construction work of the curriculum cycle system and running the curriculum organization in a holistic manner.Second,the education administration should be empowered and empowered for the curriculum leadership work of the principal.