The Study On Teacher-child Concept Of Kindergarten Teachers

The teacher-child concept of kindergarten teacher,is an idea of the kindergarten teacher about the status and role of themselves and children,and how to deal with the relationship between themselves and the children.Among the educational concepts of kindergarten teachers,the teacher-child concept is one of core ideas.In general,kindergarten teachers have what kind of teacher-child concept,they will have the corresponding understanding about the essence of preschool education,and form what kind of relationship between teachers and children,education method,education mode,organization form etc in specific care and education activities.It not only determines the kindergarten teachers' care and education behavior,directly affect the children's healthy development,but also will have far-reaching influence on the development of preschool education.In recent years,along with our country has attached great importance to the development of preschool education,the central government has formulated and implemented a series of policies and measures to promote the development of preschool education,especially the implementation of kindergarten teachers' “National Training Projects”,kindergarten teachers' teacher-child concept has been greatly improved on the whole in our country.At present,how to correctly handle the relationship between kindergarten teachers and children,and how to reflect “child-centered concept” in care and education activities,has becoming a hot topic in kindergarten teachers' research activities,China's teacher-child concept of kindergarten teachers is in right changing direction.However,we should also clearlysee,there are still many places is not optimistic in China's teacher-child concept of kindergarten teachers.The "child abuse","discrimination","feeding medicine" events from kindergartens,which not only seriously damaged the image of kindergarten teachers' occupation,but also caused the people do not trust the preschool education,seriously hindered the reform and development of preschool education in China.Therefore,it has an important theoretical and practical significance to study on teacher-child concept of kindergarten teachers systematically,for helping kindergarten teachers to transform their old minds in the context of such a society.First of all,we interpreted the basic definition and theory of kindergarten teachers' teacher-child concept,laying a solid foundation for the following study.This part was studied mainly from“kindergarten teachers' teacher-child concept: definition and analysis”,“kindergarten teachers' teacher-child concept : essences and purports”,“kindergarten teachers' teacher-child concept: influence factors,formation mechanism and action mechanism ”,“kindergarten teachers' teacher-child concept: main types”,“kindergarten teachers' teacherchild concept: interpretations of different philosophy perspectives”,“kindergarten teachers' teacher-child concept: from subjectivity,intersubjectivity to publicity”,the basic definition and basic theory of kindergarten teachers' teacher-child concept were combed and analyzed systematically,in order to form a more perfect theoretical system.Secondly,we analyzed the historical evolution of China's and western country's teacher-child concept systematically,and the main differences between China and the West,in order to provide references for promoting the transformation of teacher-child concept in our country.The study carried out mainly from two aspects: one is to analyzerepresentative teacher-child concept in the main historical periods of China and the West,and described the evolution path respectively for China and the West;Another is to elaborate the main difference of teacher-child concept between China and the West from the "cultural tradition" and "philosophy basis" and "value orientation" and "education practice",and its' enlightenments for promoting the transformation of China's kindergartens' teacher-child concept.Next,using the basic principle and method of the questionnaire to develop “The Questionnaire of Kindergarten Teachers' Teacher-child Concept”,and used it conducted a questionnaire survey for kindergarten teachers' teacher-child concept of our country,in order to provide references for promoting the transformation of their teacher-child concept.The study carried out mainly from two aspects: one is to develop “The Questionnaire of Kindergarten Teachers' Teacher-child Concept” according to the skills of questionnaire development.The questionnaire consists of "child-centered","extreme teacher center","extreme children center" three dimensions,which has a total of 22 items.The Cronbach ? of the questionnaire is 0.901,and the content validity and structure validity are good.Another is to select 1226 preschool teachers from Hunan Province,Gansu province and Zhejiang province,use the questionnaire that we developed conducted a questionnaire survey,and investigated the status and characteristics of kindergarten teachers' teacher-child concept,analyzed the main problems and causes.Finally,we analyzed the current problems about kindergarten teachers' teacher-child concept in our country,and pointed out the basic transformation methods in the future,in order to provid a targeted solution for promoting the transformation of kindergarten teachers' teacher-child concept.The study carried out mainly from three aspects:one is to summarize the main problems about kindergarten teachers' teacher-child concept at present in our country.Second is to expound the transformation mechanism and mode of kindergarten teachers' teacher-child concept,let the kindergarten teacher understand the basic principle and major steps about how to transform their own teacher-child concept.Third is to point out the basic transformation paths and specific methods of kindergarten teachers' teacher-child concept,and help the kindergarten teacher to transform their teacher-child concept in care and education activities.