Study On Kindergarten Teachers’ Professional Autonomy Under The Concept Of "Right-standard"

With the development of the concept of human rights and the human rights campaign,the rights have been gradually integrated into the modern life, highlighting and safeguardingthe interests of an effective weapon. The teacher, as a professional， should enjoy autonomyin the professional area. Enjoyment and exercise of teachers’ professional autonomy can meetthe needs of teachers’ mental interests, and realize the freedom of teachers in the professionalfield. The law and the right should be does not represent the rights to the actual, through thepresent situation of teachers’ professional autonomy investigation, which can understandteachers’ professional autonomy in real life enjoy and exercise situation, and on the basis ofand based on this, by expanding the scope of the rights legislation or made more effectivesystem, promote the realization of teachers’ professional autonomy.“Right standard” is the law philosophy research concept for the realization of the right toprovide a broad field of vision, also for the realization of teachers’ professional autonomyprovides the theoretical framework. According to the “right standard” concept, this paperinvestigates the teachers’ professional autonomy connotation and characteristic. In view ofthe current situation of kindergarten teacher professional autonomy in our country, it providesthe solution strategy, promoting realizing standard of teachers’ professional autonomy moreeffectively. The basic content as follows:For the introduction, it starts from the origin of the problem, and points out that in thepresent development as the core of the third generation under the influence of the worldhuman rights, independent development rights become people pay more and more attention.In many ways the literature collection, on the basis of the study on the standard of rights, itmakes a induction and generalization of core concepts of teachers’ professional development,teachers’ professional autonomy, understanding the forefront of research for this studyprovide enlightenment and reference. It also makes clear in the introduction about theresearch methodology and research methods, and demonstrates the significance of this study.The first chapter discusses the value space of kindergarten teachers’ professionalautonomy. To modern period, human rights development formed the third generation ofhuman rights that emphasis as the core of on personal development. A teacher fromprofessional to professional development requiring teachers to individual independencedevelopment, human rights and teacher professional development together realize and buildthe value space for the development of teachers’ professional autonomy.The second chapter is about the “right standard” under the principle of the kindergartenteachers’ professional autonomy connotation and characteristics of the research. Teachers’professional autonomy is a kind of freedom of teacher’s behavior in the professional field; however, the freedom is limited to some degree. The state power guarantees the enjoymentand exercise of teachers’ professional autonomy. It is equal relationship among every subjectof the rights. The teachers enjoy and exercise the professional autonomy in the interactionwith administrators, parents, in colleagues and children.The third chapter is the research of the current situation of kindergarten teachers’professional autonomy. This study used the documents analysis method, questionnaire,interview method and observation method to understand the present situation of kindergartenteacher’s professional autonomy. Survey results show, at present, the overall level ofkindergarten teachers’ professional autonomy in above-average, but in different ways. Thebackground of kindergarten teacher’s professional autonomy is different. The implementationof kindergarten teacher’s professional autonomy is different.The fourth chapter analyzes present situation of the influence factors to kindergartenteachers’ professional autonomy. kindergarten Teachers’ professional autonomy is affected infour aspects: first is type of social culture including the influence of social ethical culture(obligation standard, moral is supreme) and gender cultural (men first, patriarchal first);second is management system structure including “power standard” management culture,“soft constraint” legal system,“monorail dimensions” management organization and “thepublic” type management investment; the third is type of economic system including thedrive of economic interests, alienation of the relationship among teachers, administrators, andparents, the subject status migration of teacher right;the fourth is type of kingdergartenteachers themselves, kingdergarten teachers’ right consciousness and right capacity need to beimprovement.The fifth chapter，according to the “right standard” concept, put forward strategies tothe kindergarten teacher’s professional autonomy: changing conception, enhance teachers’professional identity; standard system environment, maintaining the teachers’ professionalautonomy from the exercise of space; optimize education environment, strengthen thekindergarten education “public” oriented; strengthening teachers’training, improvekidergarten teachers’ right consciousness and right ability.