Kindergarten Teachers In Consciousness Research

The thesis is a conclusion of the study, which is about kindergarteners' issue consciousness. In order to probe into the nature how the issue consciousness functions in the process of the teachers' reflection, the study adopted the qualitative research and chose the three teachers in the same class as the objects of the study.The author generalized the factors and the process that forms the kindergarteners' issue consciousness. Firstly, the author considered the teacher subject, environment effectiveness, uncertain intention and issues as the main factors , further analyzing the relation between them. Then the study elicited the four categories of the process which the three teachers shared in the issue consciousness.By analyzing the subjective promoting factors, the author also thinks it is important for the kindergarteners' issue consciousness to have the openness of the teachers' self-development, the sensitivity of the self-experience and the reflection in personal thoughts. Therefore, the author cites the three interacted factors in the Caines' significant learning theory to analyze their characteristics.By analyzing the categories and characteristics of the situations in kindergarteners' issue consciousness, particularly the interaction situations between the teacher and children in daily teaching, the study draws the following three conclusion: firstly, the situation in kindergarteners' issue consciousness is formed by some ill-structured, interrelated and specific "context chains"; secondly, the situation is constructed by the kindergarteners' continuous and positive thinking and behavior in different information contexts; thirdly, time is the important variables of the situations in kindergarteners' issue consciousness. On this basis, the researcher cited The Theory of Situational Cognition to analyze the significance of the situations from the point of view of the personal thoughts and behaviour construction in the situations,Aiming at the current context in kindergarteners' teachers' issue consciousness, the author reflects on the methods, content and strategies in the study. At the end of this paper is the reflection of the researcher herself involved in the study.