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Research on the Inquiry-based Curriculum System in Kindergartens from the Perspective of Deep Learning: Connotation, Evolution, and Pathways
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Abstract
Against the backdrop of global educational reform and the improvement of preschool education quality, this study, based on the theory of deep learning, explores the connotation, evolution, and construction path of the inquiry-based curriculum system in kindergartens. The research indicates that deep learning for young children encompasses three elements: cognition, motivation, and social culture. The inquiry-based curriculum, with the core concept of "following the nature and the child", integrates three types of courses—nature, games, and life, to cultivate both the inquiry spirit of teachers and children. The curriculum system has evolved through three stages: development, implementation, and improvement, forming a deep learning loop of "problem-driven-practical exploration-experience reconstruction". The study emphasizes that this curriculum model is not only a path for children's cognitive construction but also a carrier for their holistic spiritual growth. In the future, more attention should be paid to the localization of the curriculum, home-kindergarten-community collaboration, and digital evaluation, providing theoretical and practical references for the high-quality development of preschool education.
References
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How to cite this paper
Research on the Inquiry-based Curriculum System in Kindergartens from the Perspective of Deep Learning: Connotation, Evolution, and Pathways
How to cite this paper: Chen Fu, Xiaoyue Hu, Xiuyun Lv, Ling Song, Xinwen Bi. (2025). Research on the Inquiry-based Curriculum System in Kindergartens from the Perspective of Deep Learning: Connotation, Evolution, and Pathways. The Educational Review, USA, 9(5), 558-562.
DOI: http://dx.doi.org/10.26855/er.2025.05.012
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