Analysis On The Process And Strength Of Kindergarten Curriculum Reform In The Early Stage From The Perspective Of Educational Reform Theory

Kindergarten curriculum reform is not only the core pursuit of preschool education reform and development,but also the source of power to promote the sustainable development of kindergartens.Under the background of curriculum reform in kindergartens all over the country,there are some problems in kindergarten curriculum reform,such as lack of typical case experience,directors and teachers at a loss,and kindergarten curriculum construction is "difficult".Therefore,reconstructing,explaining and reflecting on the process and effect of kindergarten curriculum reform can provide case support and theoretical analysis perspective for kindergartens with curriculum reform needs.However,previous studies mostly explained the process,effect and existence of curriculum reform from the perspective of experience summary,lacking a theoretical analysis framework,and unable to deeply analyze the influencing factors in different stages of kindergarten curriculum reform and reveal the problems existing in curriculum reform.Therefore,this study adopts qualitative research methods,selects Z kindergarten in H city as a research case,and adopts interview,observation and questionnaire,physical collection and other multiple methods to collect first-hand information.Then,the collected data are sorted and coded to comprehensively and truly show the course reform process of the case kindergarten in one year,including the course concept,course plan,course implementation and course evaluation.Then,based on Michael Fran’s educational reform theory,this paper constructs a three-dimensional analysis model of kindergarten curriculum reform,which is composed of time,dynamic factors and ecology.Combined with organizational change behavior and other related theories,it makes a theoretical examination of the kindergarten curriculum reform process and reveals the driving and resistance factors in different stages and different ecological dimensions of kindergarten curriculum reform.This study finds that:(1)At the social level,the background of deepening the reform of preschool education with games as the basic activity is the main reason for the start of the reform,and "expert guidance" is an important guarantee for the quality of kindergarten curriculum reform;However,the local preschool education administration,teaching and research management,surrounding environment and kindergarten reform are out of sync,which leads to the contradiction of kindergarten curriculum reform.(2)At the kindergarten level,bureaucratic management is the key to the start of curriculum reform,while the lack of common vision of curriculum reform within kindergartens becomes the resistance;In the early stage of curriculum reform,the group atmosphere of "positive involution" promotes the process of kindergarten curriculum reform,while the lack of evidence-based management leads to inefficient and excessive centralized management of curriculum management,resulting in the loss of teachers’ autonomy in curriculum,and the group atmosphere of "negative lying flat" is a stumbling block to curriculum reform.(3)On the personal level: in the initial stage of reform,the principal’s firm willingness to change is the key to start the curriculum reform,and the lack of curriculum reform planning by managers has caused confusion in the reform process and resistance of individual teachers,which has become a hidden danger of curriculum reform.In the early stage of reform,teachers’ recognition of curriculum ideas is the premise and teachers’ learning ability is the strong support,but teachers only stay in the stage of "surface reform" and fail to reach the state of "deep reform",and the lack of curriculum leadership of managers hinders the continuous promotion of curriculum reform.Finally,the researcher discusses the above findings,analyzes the possible reasons,and puts forward relevant suggestions on this basis,in order to provide reference for kindergartens that carry out curriculum reform.Specifically:(1)Social level: handle internal and external relations with wisdom,and reasonably grasp the rhythm of curriculum reform.Specifically,it includes: first,systematically analyze the internal and external environment and make adequate preparations for curriculum reform;Second,seek internal and external support to build a cooperative curriculum reform guarantee system.(2)At the campus level,grasp the law of curriculum reform and dynamically adjust the change management measures.Specifically,it includes: first,building a common vision of curriculum reform to ensure the smooth start of curriculum reform;Second,flexibly adjust the curriculum management mode to meet the multiple challenges of curriculum reform;Third,establish a benign competitive dynamic mechanism and create an atmosphere of positive cooperation and change;Fourth,build an evidence-based decision-making management mechanism to realize a virtuous circle of curriculum reform.(3)On the personal level: change the concept of curriculum reform and improve the ability of curriculum reform in an all-round way.Specifically,it includes: first,from "management" to "leadership",to enhance the curriculum leadership of managers;Second,from "occupation" to "specialty",awaken teachers’ professional consciousness..