Perplexities and Path Exploration of the Development and Utilization of Kindergarten-based Curriculum Resources Based on Chinese Teachers’ Practical Knowledge

Abstract

After the curriculum reform of kindergarten education in China turned "kindergarten-based", kindergarten teachers have become the main force of curriculum research and development, tapping various curriculum resources to make the characteristics of the curriculum and kindergartens prominent and distinctive. However, the endogenous problems of teachers have been gradually exposed in this process. N Public Kindergarten, a logistics support agency of a modern agricultural scientific research institution in Beijing, has constructed distinguishing natural science courses relying on the strong agricultural scientific resources, natural resources and humanities resources of the institution. However, recent years saw many problems in these courses, such as teachers' limited scientific knowledge, difficulty in using humanities resources, and neglect of erecting children's learning scaffolds. Through empirical research and literature review, it is found that teachers' practical knowledge, including self-knowledge and strategic knowledge, is the key element in the development and utilization of kindergarten-based curriculum resources—both material ones and conditional ones. The reason for the problems in practice lies not only in the professional development degree of teachers and their awareness of curriculum resources, but also in the educational management and evaluation support system. It is necessary to boost teachers' self-knowledge and promote their advance in practical knowledge together so as to improve the quality of kindergarten-based curriculum and facilitate kindergarten teachers' professional development.



Author Information
Yuhan Chang, Beijing Normal University, China

Paper Information
Conference: ECE2022
Stream: Professional Training

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