How do preschool teachers develop and utilize various curriculum resources according to local conditions?

With the advancement of the national basic education curriculum reform, kindergartens have once again set off a wave of curriculum reform. As one of the pilot parks of the city's curriculum reform, our park has increasingly realized that the traditional collective teaching curriculum model can no longer meet the needs of children's all-round development. The Guiding Outline of Kindergarten Education (Trial) points out that it is necessary to "make full use of the educational resources in the natural environment and community to expand the living and learning space of children". Therefore, starting from the reality of kindergarten, taking children's development as the foundation, developing and utilizing curriculum according to local conditions is the focus of our kindergarten's recent research and exploration.

Excavate the environmental resources of the park to ensure the smooth implementation of the course.

Kindergarten facilities, equipment and venues are ready-made curriculum resources.

First, expand the functions of existing libraries. The activity room is the main activity place for children in the park. Reasonable and full use of the activity room space, clever combination of corner activities and timely adjustment of indoor environment can not only provide more opportunities for children to practice and think, but also enable children to actively participate in curriculum construction. For example, in the theme activity of "Little Driver", we created a road scene on the ground in the middle of the activity room and posted various signs and lines for children to play games. The wide windowsill has become a natural corner for children to observe and manage independently: corn and peanuts are hung on the window, small animals raised by children are placed on the windowsill, and plants planted by children are under the windowsill; In the relatively closed space formed by the piano and the door, I closed the curtains and opened up a "mood cabin", which became a warm harbor where children could come when they were happy or unhappy.

Second, open up new activity areas and rooms. The main purpose of opening up new areas and rooms is to organically combine theme teaching activities with life activities. For example, the opening of "Happy Kitchen" comes from the theme activity "My little hands can really be thousands". The kitchen is generally an adult's world, but children are full of curiosity about the kitchen. What's in the kitchen? How are delicious meals cooked? Since children are so interested in their own operation, why not try to start here? As a result, a messy storage room became a bright "happy little kitchen". Microwave ovens, juicers, small pots, large and small dishes, and cute little kitchen utensils for children to operate make them fondle. Teachers also prepared a variety of food photo panels, asking parents to cooperate with children to collect all kinds of food ingredients, and the happy kitchen was so lively. In the meantime, we also let the children visit the kindergarten kitchen at close range and listen to the chef explain the food. Practice and nutrition, go home and learn a series of activities with mom and dad, and constantly enrich children's knowledge and experience. Finally, in a parent-child activity at home, the children in our class showed their first work to everyone under the leadership of their parents. When they share the fruits of labor together, every child's face blooms with a happy smile. Now every time the children pass by the "Happy Kitchen", they will talk happily: "I am making sushi here!" "I want to come here to make fruit salad. ""Let's make scrambled eggs with tomatoes! " ..... In personal experience, children learn to cherish the fruits of other people's labor, enjoy the pleasure of tasting all kinds of food, and even become parents' little helpers at home.

The third is to create a vibrant environment. For example, in the past, children were not allowed to "write articles" on the corridor wall of our garden. With the needs of curriculum implementation, we have transformed and packaged the corridor wall and returned the autonomy of this wall to the children. Some children put their own paintings on it, some put paper-cut works on it, and some found waste paper boxes and other materials to do three-dimensional modeling on the wall ... The whole wall has been "alive" since then, and every day you will find new surprises and produce many new course contents.

Fourth, tap children's own educational resources. Learning is a process of active construction, so it is a very effective learning method to capture children's interests and needs and give them the opportunity to explore. For example, after a painting activity, many children stayed in the bathroom and shouted happily. I walked over and saw that every child's hands were covered with paint, and a huge growth tree on the wall was covered with colorful leaves. The children excitedly told me which leaf was his work, and who cooperated with whom to complete the trunk and branches, which was much more interesting than drawing on paper. In the past, I was worried that my children would get dirty, so I always stopped them from doodling. The children in my class have never been interested in painting. It seems that if children are allowed to draw by themselves, they will not only dare to draw, but also love to draw. Only in this environment can children have the desire for further study. Since then, the bathroom has become a place for children to create independently, and the ceramic tile wall has become an "underwater world" and an "animal kingdom", which we call "toilet culture". When children see their works become part of the environment, they will feel, discover and innovate more actively.

Effectively develop and utilize community and natural resources. Further expand the course content

First, break the ideological imprisonment and try to open education. Mr. Chen Heqin said: "Nature and society are our living teaching materials." Unique natural resources are children's natural classrooms. Therefore, it is imperative to change the closed teaching concept in the past and change to a pluralistic and open education pattern. In view of teachers' psychological worries such as fear of danger, we have seriously reflected: today's society has developed towards openness and diversification, which also puts forward a good idea for our curriculum reform: combining kindergarten education with family and community, making full use of the surrounding favorable environment and integrating our curriculum, which will play an inestimable role in the development of young children. Action is better than action, so we try our best to do it from point to surface. Starting from the powerful large class department, the first travel theme-"caring for the environment and advocating low carbon" was determined on the occasion of Earth Day. In order to ensure the smooth progress of the activities, the teachers first made a plan about the travel time and the contents of the tour, and organized the children to discuss this plan: L: What should be prepared for the trip; 2. What will happen during the trip and how should we solve it? 3. How to promote environmental protection and low-carbon life. At the same time, community workers and retired parents are invited to go on the road as volunteers to negotiate with the traffic police to do a good job in road safety and order maintenance, so that children can enhance their awareness of environmental protection and experience and participate in low-carbon activities while enjoying the beautiful scenery of nature. The activity achieved good results, and then it was promoted throughout the park, and the course content was further improved and expanded.

Second, generate theme activities according to community resources. We analyzed the educational resources available in the community and chose a convenient and feasible way to use the resources to carry out the theme activities. For example, join hands with Jimo Old Wine Factory and Experimental No.2 Primary School to carry out theme activities such as "Hometown Old Wine Fragrance", "I want to go to primary school" and "I am Little Lei Feng" based on nursing homes; Another example is the theme activity of "Uncle of the People's Liberation Army is really something" with the resident troops as resources. Soldiers take part in children's games, and children learn to stand guard and practice with them. The superb skills of the soldiers opened the eyes of the children, and the quality of not being afraid of hardship and fatigue also left a deep impression on them, making the theme activities wonderful.

During the theme activity of "Our City", the teacher led the children to visit the surrounding communities. During the visit, everyone felt that the clean and beautiful street garden made people very comfortable and happy. Therefore, the teacher will guide the children to observe why the street garden is so clean, and naturally integrate the education of "caring for the environment is everyone's responsibility" into it. The children found that with the hard work of sanitation workers, the street garden in the community would be so clean and tidy. The children said they would never litter again; Some people say that eye-catching signs should be designed and posted in the garden to remind others to love cleaning and greening; Some people say that they should tell their brothers and sisters what they have learned about environmental protection. This activity aroused children's strong awareness of protecting the environment.

Development and utilization of human resources

First, establish a "parent resource pool". Parents from all walks of life are rich and valuable educational resources in kindergartens, which make up for the lack of resources in some aspects of kindergartens. Therefore, our garden encourages parents to participate in kindergarten management and education activities, and learn about each parent's occupation, cultural background, personal hobbies, specialties and other related information in time, and then classify these information purposefully to establish a "parent resource database". At present, the library has more than 60 talents. Through various forms of activities and services, parents' favorable resources will be developed and utilized to form a joint educational effort. For example, the judges at the fun sports meeting, the food experts in the small kitchen, the volunteer photographers in the performance and the lecturers in the museum are all served vividly by the parents.

Second, invite parents to help with teaching in class. In the process of carrying out theme activities, according to the needs of the activities. Parents with professional and technical advantages are invited to participate in teaching activities directly from the parents' resource database in a planned way to help teachers better complete their teaching tasks. For example, if we invite parents who are physical education teachers in primary schools to participate in children's theme activities about "ball" and guide and demonstrate children to play football and table tennis, children's interest will be high. In the "What to do in case of fire" activity, we asked Lili, a professional fireman's father, to introduce the dangers of fire, prevention and self-protection measures to the children in detail by using multimedia and wall charts. This move changed parents' passive cooperation into active participation, which effectively improved the quality of education. Nowadays, home co-education has become an important resource and way for curriculum construction in our park.

Third, hire people with professional knowledge in the community to serve the children. For example, in the theme activity of "Magic Kite", in order to let children better understand the types and making process of kites, feel the artistic beauty of kites and the intelligence of kite craftsmen, and experience the joy of flying kites, we invited an old artist who can tie kites, so that children can witness the making process of kites with their own eyes, appreciate the unique artistic beauty of kites and learn to make kites. Therefore, the timely use of parents and community human resources to form an open teaching team has greatly made up for the shortcomings of kindergarten teachers themselves.

We have tasted the sweetness in the development and utilization of various curriculum resources. However, how to further systematically sort out curriculum resources and design ways and strategies to develop curriculum resources, so as to transform potential curriculum resources into realistic and effective curriculum content, needs our in-depth study.