Research on the Theoretical and Practical Aspects of Kindergarten Curriculum Localization

Author: Shanghai Municipal Education Commission Teaching and Research Office
Publisher:
Publish Date: 2004-07-01
Features: Teachers and schools are contributors to curriculum development, not just passive recipients. True and lasting curriculum reform must rely on the active participation of practitioners in the reform process. As practitioners, teachers are core participants in curriculum development. Without the active involvement of teachers, curriculum development is unlikely to succeed. It is hoped that this book can provide references for kindergartens to achieve localized curriculum development. It can also promote kindergartens in better fulfilling their curriculum responsibilities in curriculum planning and design, curriculum organization and support, curriculum implementation and evaluation, and curriculum monitoring and management. Through the practice of localized curriculum development in kindergartens, it is gradually formed to establish curriculum development principles that combine scientific rigor with flexibility, standardization with creativity. It is also gradually built to develop activity design and implementation norms that combine kindergarten curriculum with classroom curriculum, observation records with practical reflection. It is gradually accumulated to gain experience in dynamically grasping the implementation of curriculum through various approaches such as expert consultation, quality monitoring, curriculum hearings, and curriculum evaluation. It is also gradually created to foster a curriculum development atmosphere that combines the community, kindergartens, and families, as well as the principal, teachers, parents, and students.