The Research On Deficiency Of Preschool Teachers' Play-spirit

Entering 21st century, humanity concern which vigorously initiates becomes a manifestation of social development. More and more people realize the importance of spiritual life and admit the peculiar existence of individual's life as well as encourage the free development of personality. The play-spirit is again concerned under this historical background and its connotation is full of era flavor. Play-spirit is a part of peoples' spiritual life and the playing itself contains the meaning, spirit and character. Its peculiarity of freedom, of initiative ness of experience and of creativity embody in all aspects of preschool education. The teacher who is closely associated with the children should have this spirit. Whereas, in the reality, the lack of preschool teachers' play-spirit is not allowed to ignore. It directly affects the preschool teachers' profession development and children's body fully development and improvement of children's education quality.This thesis to aims at the educational problem of deficiency of preschool teachers' play-spirit to investigate and analyze. On the basis of analyzing and expounding the predecessors' play-spirit's connotation, it puts forward the reestablishes of the preschool teachers' play-spirit and makes it become one of the teacher's professional accomplishments. It not only retrospects the phenomenon of lack of play-spirit to analyze, but also raises the suggestion of preschool teachers' play-spirit forming in the practice. They can have a guide meaning to kindergarten education practice activity.This thesis is made up of four parts.The first part summarizes play-spirits' connotation------play-spirit is the embodiment ofpeople's freedom, initiative ness, experience and creative life style. It is free from trivial reality and pursues the sublime, supper ideal; analyzing the value of play-spirit to the preschool teachers.Part two concretely expounds the lack of preschool teachers' play-spirit during the teaching process.The third part aims at the manifestation of preschool teachers' play-spirit to analyze its cause. Including the shock of preschool teachers on the utilitarianism value and the lose of humanistic education; the mistaken ideas on preschool teachers' conception of children and viewpoint of playing; the peculiarity of kindergarten work and the problems on management.The fourth part puts forward the suggestion of enhancing preschool teachers' play-spirit formation. Preschool teachers should be "real self and pursue happiness in our lives. They should keep pure childishness and grow up with children. They should advocate peripatetic life style. The managers of kindergartens should trust the teachers sufficiently and establish a multiple mechanism of evaluation.