Research On The Predicament And Countermeasures Of Kindergarten Garden-based Curriculum Construction

To develop quality preschool education,the curriculum reform and construction of kindergartens can not be ignored.In 2014,Jiangsu Province began to implement curriculum gamification,and the educational concept of "children first,teachers last" and the curriculum concept of "gamification and life" entered the kindergarten.The reform of "curriculum gamification" is an important starting point for implementing the "Guide to Learning and Development for Children Aged 3-6" promulgated by the Ministry of Education in 2012.2012 and 2014 are two important nodes in the curriculum reform of preschool education in Jiangsu Province.The reform falls on the curriculum.Kindergartens and teachers should break the previous cognition and rely on teachers’ guidance books from practice to dynamic curriculum generation.Constructing a set of kindergarten-based courses belonging to the kindergarten has become the content that kindergartens everywhere are promoting and studying.However,the construction of kindergarten-based curriculum is a long-term,systematic and complex problem,and the problems of many participants and high difficulty in curriculum planning are plaguing kindergartens.In order to explore the specific problems in the construction of kindergarten-based curriculum,this study combs and comments on the existing types,development,evaluation and management of kindergarten-based curriculum.Through questionnaires and interviews,using the methods of frequency analysis and descriptive analysis,it combs the current situation of S-based kindergarten-based curriculum construction in Wuxi from five dimensions:the situation of teachers,teachers’ cognition of kindergarten-based curriculum,the development practice of kindergarten-based curriculum and the effectiveness of kindergarten-based curriculum.Based on the present situation,this study deeply analyzes the problems existing in the construction of S-garden-based curriculum,mainly including: the lack of originality of garden-based curriculum,which is mainly reflected in the insufficient transformation of garden-based curriculum and the lack of creativity of curriculum content based on garden-based;The effect of kindergarten-based curriculum is not significant,which is mainly reflected in the fact that kindergartens have not formed distinctive characteristics of kindergartens and kindergarten-based curriculum has not really promoted teachers’ professional growth;The low participation of teachers is mainly manifested in two specific problems: the low participation of teachers in courses and the unclear positioning of teachers’ roles.The reasons behind the problems are analyzed,specifically: the overall planning of kindergarten-based courses in terms of objectives,content and theme arrangement is not systematic;Teachers’ curriculum ability is weak because of their weak professional foundation,weak ability to generate courses and lack of professional guidance;The process management of kindergarten-based courses is imperfect due to unstable management team,imperfect system and lack of incentive policies.Based on the above investigation and analysis results,this study puts forward three-dimensional optimization countermeasures for the construction of S-garden-based curriculum in Wuxi,including perfecting curriculum planning;Improve teachers’ curriculum ability;Strengthen curriculum management.