The expert panel for this project conclusion consists of Xu Min, President of the Wuxi Education Association, Ding Borong, Vice President and Secretary-General, Hua Min, Executive Vice President of the Xishan District Education Association, and Bu Xianggui, Secretary-General. They will conduct comprehensive review and supervision throughout the process; aiming to enhance and empower the quality of the project.
During the event, the project leader, Julia Ding, gave a conclusive report, interpreting the research background from three dimensions: kindergarten-based curriculum reform, child cognition, and teacher research and teaching. She reviewed the entire research process around five major sections: theoretical construction, age-specific curriculum construction, classroom implementation, 4C thinking evaluation, and curriculum guarantee. She summarized the effectiveness of the project in educating people and materializing achievements, while facing up to research deficiencies and clarifying directions for subsequent optimization.
During the research period, the core member of the project, Teacher Fiona, led all teachers in the kindergarten to establish an implementation logic of “Picture Book Engagement—Problem Focus—Dialogue Inquiry—Reflection and Summary,” construct a four-stage and ten-step classroom paradigm, build a hierarchical philosophical thinking picture book resource library, and provide supporting visual thinking tools, hierarchical questioning strategies, and process evaluation tools. By breaking the one-way teaching mode of picture books and creating an equal and inclusive space for critical dialogue, the project fully stimulates children’s awareness of independent questioning, diverse expression, and cooperative exploration, cultivates children’s 4C thinking of care, cooperation, innovation, and criticism, and comprehensively improves children’s comprehensive literacy.
Based on the report, process materials, and results presentation, the expert panel highly recognized the project for its child-centered approach, clear research path, and substantial practical achievements. They also provided optimization suggestions for text analysis and results extraction, and gave high-level guidance on the subsequent expansion and derivative research of the project.The conclusion of a project is not the end of the research, but a new starting point for teaching and research. In the future, our kindergarten will persist in deep cultivation and pragmatism, continuing to promote research on picture book philosophy for kids, helping schools keep their teaching and research going strong, and supporting the Steady and Sustainable Progress of Educational Research in Kindergartens.