The Study Of Curriculum Leadership Of Inclusive Private Kindergarten Principals

Inclusive private kindergartens are an important part of providing public services for preschool education.The number of kindergartens is increasing with the pace of policy.Further improving the quality of kindergartens has become an important task for the current development of inclusive private kindergartens.As the core index of kindergarten education quality,kindergarten curriculum is of great significance to the development of children and the improvement of kindergarten itself.As the core leader of kindergartens,improving the curriculum leadership of kindergarten principals is an important measure to lead the improvement of kindergarten curriculum quality,and also has important practical significance for the construction and development of inclusive private kindergarten curriculum.Therefore,this paper intends to reveal the current situation of curriculum leadership of inclusive private kindergartens,analyze the reasons behind the current situation,and explore the ways to improve the curriculum leadership of kindergarten principals,so as to improve the curriculum leadership of inclusive private kindergarten principals,and then improve the quality of kindergarten education.This study uses interview method,observation method and physical analysis method to investigate and study six kindergartens sampled in Chengdu,and collects rich data.The researchers used scenario analysis and category analysis to analyze,process and classify the data,and presented the realistic representation of the curriculum leadership of inclusive private kindergarten principals from the four dimensions of curriculum thought,curriculum design,curriculum execution and curriculum evaluation.At the ideological level of the curriculum,the principal and teachers have not yet formed a consensus on the concept,and the concept of home-based curriculum is weak;in the dimension of curriculum design force,we gradually attach importance to the exploration of curriculum scheme,but the principal has insufficient understanding of the elements of the curriculum,and the curriculum scheme lacks professional guidance;in terms of curriculum execution,there are many ways to tap curriculum resources,but the implementation of curriculum plans is low.The curriculum organization structure is not systematic,and the professional support effect of teachers is insufficient.In terms of curriculum evaluation,there are many contents and methods of curriculum evaluation,but there is a lack of active reflection and dialogue among different subjects,lack of consistency and relevance of evaluation,and lack of analysis and dynamic optimization of evaluation results.In view of the realistic representation of the principal’s curriculum leadership,the researchers mainly analyze the causes of the principal’s curriculum leadership from five aspects: the government’s support and supervision,the kindergarten’s organizational division of labor and guidance,the principal’s own professional quality and its value orientation contradiction with different subjects,and the status of the teacher team.Combined with the realistic representation of the principal’s curriculum leadership and the analysis of the causes of the problems,the researchers explore the ways to improve the principal’s curriculum leadership,which are to jointly build the curriculum concept and vision,and enhance the curriculum ideology to strengthen systematic thinking and theoretical literacy to enhance curriculum design;comprehensive coordination to strengthen curriculum execution;the evaluation mechanism and the supervision team are "two hands" to enhance the curriculum evaluation.