The Status Quo And Strategies On Teachers' Reflective Teaching Activities Conducted At Two Mongolia Kindergartens In Hohhot

The requirement of kindergarten teachers' specialized qualities is higher and higher, because of the development of time and society, and the continuous progress of the specialization in teaching in our country, as well as the thorough reform in pre-schooling education. Nowadays, reflective practice activities, which are used to develop reflective teachers, are regarded as a necessary method to promote the development and to improve the quality of kindergarten education. For the minority regions, whose pre-schooling education is not as developed as other places, it seems to be more important to cultivate the ability of reflection. According to this, the article takes the existing Mongolia kindergartens in Hohhot, the capital of Inner-Mongolia, as the survey subject. Then investigating the status quo of the reflection, and giving the specific advice for the existing problems. It is hoped that this report is helpful for the development of pre-schooling education in Hohhot.The essay is consists of the followings:The first part expounds the reason, aim and significance of choosing this subject, and it contains the research achievements in this field both home and abroad. At the same time, it points out the failures and introduces the main research methods.The second part plays the role of goolming the theoretical basis for Movement of the reflective practice. It is made up of with the contribution to reflection in philosophy, recognition psychology, Dewey, Schon and criticized theory.Thirdly, according to the concept, features, value and approach of the practice in kindergarten teachers' reflection, the report explains some relevant problems.The forth part mainly introduces the specific situations of the reflective practice activities, which are performed in the two kindergartens in Hohhot. Otherwise, the specific suggestions are based on this report.The last section raises relevant strategies to the followings: the education of kindergarten teachers' pre-occupation and post-occupation, the establishment of the professional schools for kindergarten teachers. And strengthen the communication between pre-occupation and post-occupation, as well as the cooperation between householders and communities.