Investigation And Research On The Current Situation Of Kindergarten Teachers’ Curriculum Deliberation

Kindergarten teachers’ curriculum deliberation is a process in which teachers collectively discuss curriculum practice issues through dialogue and negotiation,and finally make curriculum decisions.Kindergartens carry out curriculum design under the guidance of the " The Kindergarten Education Guidelines(for Trial Implementation)",which has been given sufficient curriculum autonomy.In order to ensure the quality of curriculum development,it is necessary to improve the suitability of curriculum through curriculum deliberation,which is of great significance for kindergarten curriculum construction.Secondly,as the main body of curriculum deliberation,teachers’ professional quality of curriculum is also constantly improving in curriculum deliberation.This study selected six representative kindergartens in Zhengzhou City as the research object,and used the "Questionnaire on the Status of Kindergarten Teachers’ Curriculum Deliberation" to investigate the six aspects of kindergarten teachers’ deliberative cognition,value identification,deliberative attitude,deliberative power,dialogue mode,and support system,and used SPSS26.0 statistical analysis software to carry out descriptive statistics and difference analysis on the survey data to analyze the status of kindergarten teachers’ curriculum deliberation.Find out the problems existing in kindergarten teachers’ curriculum deliberation: teachers’ cognitive bias in curriculum deliberation,teachers’ power to deliberation curriculum is trapped in administrative barriers,some teachers’ weak willingness to speak during curriculum deliberation,and the support system for teacher curriculum deliberation is not sound.At the same time,based on interviews with kindergarten teachers and principals,the factors that affect kindergarten teachers’ curriculum deliberation are analyzed: kindergarten teachers’ own factors,kindergarten teaching and research system and organizational management factors,and kindergarten curriculum deliberation factors.Based on the current situation and existing problems of kindergarten teachers’ curriculum deliberation,this study proposes constructive strategies and suggestions for improving the quality of kindergarten teacher curriculum deliberation.First,teachers’ self-improvement strategies: update the concept of curriculum deliberation and deepen the understanding of curriculum deliberation;Clarify the role positioning of the curriculum and awaken the awareness of curriculum deliberation;Improve the professional quality of the course and "enhance the ability" for the course deliberation.The second is the strategy of kindergarten cultural construction: building the curriculum culture of the kindergarten and shaping the cultural character of deliberative;Strengthen the management of democratic organizations and ensure the democratization of deliberation;Create a cooperative atmosphere for curriculum deliberation and establish a teacher research community.Third,strategies for improving the curriculum deliberation system in kindergartens: establish a curriculum deliberation management system to guide the standardized implementation of curriculum deliberation;Improve the curriculum deliberation guarantee system and help the curriculum deliberation to be carried out efficiently.