| As the initial stage of school education and social education,preschool inclusive education plays an important role in laying the foundation for education.It is increasingly becoming a significant topic in the efforts and development of educational research and practice in countries all around the world.Under this trend,it has become an inevitable choice for children with special needs to enter general kindergartens to receive inclusive education.With the continuous development of inclusive education,curriculum modification,as one of the important strategies for inclusive education curriculum implementation,has attracted increasing attention from the government and educational researchers.However,at present,there are still many problems in the modification of the curriculum in the compulsory education stage in my country,and there are few practical explorations of the curriculum modification in the preschool education stage.Therefore,this study adopts the paradigm of action research,combined with interview method,observation method and measurement method,taking Class A of Kindergarten A as an example,based on the necessity of curriculum modification in the context of inclusive education and the practical problems faced by front-line teachers in curriculum modification,taking curriculum modification as the starting point to understand the current situation of curriculum modification in kindergarten inclusive class,and through three rounds of action research,continuous practice and reflection,summarizing and improving curriculum modification strategies,in order to better promote the development of all children.In order to implement curriculum modification in a more targeted manner,the first stage of this research is "preparation and evaluation",in order to gain a deeper understanding of the current situation of curriculum modification and the development of young children’s abilities.The second stage is aimed at the most urgent problems in the current situation,focusing on the modification of the curriculum organization,focusing on solving the problems of class order and the expression of children with special needs.The third stage focuses on the modification of the curriculum environment,focusing on solving the problem of weak support for all children in the environment.The fourth stage focuses on the modification of curriculum evaluation,focusing on solving the problems of the lack of curriculum evaluation mechanism in the inclusive class and the difficulty in grasping the individual differences of children.After the implementation of the entire action research,the researchers summarized the progress of general children and children with special needs in the inclusive class,the gains and challenges of teachers,and used the "Portage Guide to Early Education" to conduct post-tests on three children with special needs,in order to analyze the ability changes of children with special needs after the implementation of this study.The main conclusions of this study are as follows: 1.Aiming at the problems existing in the front-line curriculum and teaching,through the action research paradigm,three specific strategies available in three dimensions: curriculum organization form,curriculum environment support and curriculum evaluation are sorted out.2.After the implementation of curriculum adjustment,the social development of ordinary children is improved,and the acceptance of children with special needs is improved;Three children with special needs have achieved positive development in different areas.3.After the implementation of curriculum adjustment,kindergarten teachers have a deeper understanding of the connotation of curriculum modification,strengthen communication and cooperation between teachers,and face up to the development needs of all children.At the same time,there are also challenges in balancing the relationship between workload and curriculum modification,and the level of professional literacy restricting the effect of curriculum modification. |
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