The Measurement And Explicit Intervention Of Preschool Teachers' Tacit Psychological Knowledge

The present study took the preschool teacher as research object, which aimed to explore the structure to measure the preschool teachers' tacit psychological knowledge, and based on the measurement structure to develop a set of measurement tools according to the psychometric requirements to explicitly evaluate the preschool teaches'tacit psychological knowledge, and to investigate the status of preschool teachers'tacit psychological knowledge in Liaoning province. On this basis, through the method of experimental design, we had observed the effects of explicit intervention on preschool teachers' tacit psychological knowledge so as to improve the visualized levelof preschool teachers' tacit psychological knowledge. Based on the difference analysis of self-designed "preschool teachers'tacit psychological knowledge questionnaire" about age, teaching age, education background, and kindergarten types, and from two aspects of quantity and quality in private garden preschool teachers' tacit psychological knowledge of undergoing intervention effect analysis. The conclusion:(1) "Preschool teachers'tacit psychological knowledge questionnaire" was composed of four dimensions, which are tacit knowledge of developmental psychology, tacit knowledge of educational psychology, tacit knowledge of self-professional psychology and tacit knowledge of interpersonal psychology; and it achieved good reliability and validity and can be used as a tool of measuring preschool teachers'tacit psychological knowledge. (2) At Preschool teachers'visualized level of tacit knowledge of developmental psychology, tacit knowledge of educational psychology, tacit knowledge of self-professional psychology and tacit knowledge of interpersonal psychology, there were significant differences among preschool teachers who were in different age, teaching age, education background, and kindergarten types. The overall trend is:the preschool teachers aged within 30 were significantly higher than the preschool teachers aged from 31 to 40; preschool teachers who had 3-year working experiences are significantly higher than those who had less than 3 years. The preschool teachers who have bachelor degree, associate degree are significantly higher than the preschool teachers graduated from junior high school. The preschool teachers from business unit are significantly higher than the preschool teachers from kindergarten run by government agencies and by privacy. (3) Through the ways of lectures, case analysis, mutual classes, group discussions, the diary reflections and so on, the visualized level of preschool teachers' tacit psychological knowledge was enhanced.