First, let preschool education pay attention to children's real life.
Life is the basic feature of kindergarten curriculum, and early childhood education should return to children's life world and pay attention to children's real life. However, in real life, under the temptation of slogans such as "Don't lose at the starting line", various preschool education courses and projects emerge one after another, and many things that are not children's real life, such as mental arithmetic and reading classics, have also entered the curriculum. This kind of early childhood education is far from the real life of young children. As Mr. Chen Heqin said: "Five fingers that move with five fingers grow on the child's palm. If this palm is regarded as an adult, then the child's physical and mental development cannot progress in the normal way, and every activity becomes boring and divorced from the child's real life. " Kindergarten curriculum should actively understand and pay attention to children's physical and mental development, and actively create an environment suitable for challenges according to social requirements, so that children can fully develop in real life.
Second, let children learn in a proper way.
Kindergarten curriculum is life-oriented, and every day's life has educational significance. Children will encounter many problems in their daily life, and these problems and puzzles are children's learning opportunities. Let children study with questions, and let them have learning tasks, which are closely related to their lives and can be used in life. The problems encountered in life are situational, and the developmental characteristics of children also determine that their learning needs situational. Just like the "driving range" mentioned in the book, it is a good situational learning method. The practice field is not a situation, but a context, which is one situation after another. Children's learning in the field of practice is a holistic, comprehensive and operational learning. A driving range for tie-dyed cloth can develop children's wisdom in many aspects through understanding, measuring and counting materials, beautifying threshing ground and cooperating with peers. In the process of continuous operation, children have developed various skills and developed in an all-round way. Therefore, kindergarten curriculum should be able to provide appropriate learning methods, so that children can operate and learn with tasks in situations and gain some necessary experience for growth and life.
Third, let kindergartens attach importance to the construction of curriculum culture.
Kindergarten curriculum construction is a long-term and arduous task. Kindergartens in China have made great achievements in curriculum construction. However, in this process, there are also many problems, such as the serious follow-up of kindergarten curriculum construction, unclear self-positioning, and the "plateau period" of curriculum construction, and I don't know how to turn. These problems are related to the lack of curriculum culture construction. Kindergarten curriculum culture construction does not come out of thin air. Kindergarten curriculum culture will be formed in the process of curriculum construction, but it has not attracted the attention of principals and teachers. We should turn this unconscious behavior into conscious behavior now. Culture seems intangible, but it can be reflected by many tangible things, such as the beliefs of principals and teachers, teachers' knowledge, ways of doing things, material environment and so on. On the basis of understanding our own curriculum culture, we should inherit the original curriculum culture purposefully, constantly transform the curriculum culture and improve our own curriculum, and finally achieve the goal of promoting kindergarten curriculum construction, that is, promoting children's life growth.