| As is well known, Children is very fond of fairy tales, and fairy tales have a very close relationship with childhood's early education. However, a large number of studies have confirmed that the childhood's early education based on fairy tales is imperfect and early childhood education field lacks the spirit of fairy tales. Investigating its reasons, we found that teachers'view of fairy tales is a key factor which is not be ignored. However, there is very little focus on the concept about fairy tales In the theory and the practice field. In addition, the only little study is mostly to explore the fairy theorists'and creators'view of fairy tales from the perspective of children's literature, while the study about preschool teachers'fairy view in the education perspective is little, it could be said that there is no precedents. Therefore, it is very important that we make investigation in a relationship between the preschool teachers and the fairy tales, and then explain the preschool teachers' view and its features, explore the influence factors of the formation and development of their view about fairy tales, and find methods and strategies to Update and improve the kindergarten teachers'concept of fairy tales.First, this study will do in-depth analysis and multi-perspective from the perspective of philosophy, sociology, folklore, literature and art, aesthetics, psychology and other branch of learning. Through the study, we wish to provide theoretical guidance for the formation and development of the fairy tale concept of kindergarten teachers, and make it as the theoretical basis of analyzing the fairy tale concept of early childhood teachers. On this basis, by taking the Teacher G for example, using the method of narrative research, making interviews and observations, we will deeply understand G teacher's life experience and education stories, show the real and vivid reality scene in the Teacher G's view about fairy tales. Furthermore, we could interpret the fairy tale concept of Teacher G, and make analysis about the characteristics and influencing factors. Finally, we will give some suggestions for the ascension and update of teachers'concept about fairy tales.Through a lot of literature searching and rational thinking, this study explores the root causes of the fairy tales from the folk to the psychological, investigates the fairy tale concept from the perspective of etymology, stories source, medium rheological and so on. In addition, through the multi-perspective to fairy tale in the education field, This study thinks that:(1) fairy tale contains human's profound philosophical questioning and aspiration;(2) fairy tale is with social attributes emotion and the information carrier;(3) fairy tale is a fascinating wonderful land with fantasy;(4) the spirit of the game is the most important aesthetic characteristics and aesthetic standards of fairy tale;(5) fairy tale fits the characteristics of children's animism cognitive thinking;(6) fairy tale is the repository of the personal unconscious and collective unconscious;(7) fairy tales is as the medium of the educational environment in the educational process. This is the knowledge base of the formation and development of preschool teachers'fairy tale view, as also the theoretical basis to analyze the teacher G's view about fairy tales.This study describes the "story" of teacher G from the follow four theme that are "the life experience of teacher G "," teacher G in education situation "," teacher G said fairy tales" and "others'voice". Through the narrative inquiry, draw the following conclusion and enlightenment:(1)Teacher G'View of fairy tales is in a strong "children's standard" colour. First of all, in his view, the fairy tale is personified, fantasy and surreal story. It is fantasy that is a very important feature of fairy tale. Personification, fantasy, magic and apotheosis is the commonly used expression of the fairy tale. Fairy tale can exist in various forms such as literature, film, TV or the picture book and so on. And he also realizes the existence of the fairy tale in the children's psychological world. Second, in the respect of fairy tales'education value, teacher G pay more attention to the development of children's language and literature, moral, emotional and social communication between the value, and at the same time also realized that fairy tales do good for the children's aesthetic ability and psychological health. When talking about the value of fairy tales to teacher G, He thought that it is important that he tryed to understand to fairy tales, because it could make himself more close to children, and then improving teaching. But he seemed to ignore the fairy tales'essence value to himself. Third, Teacher G thought that there is a relationship between the teaching application mode of fairy tales and the teaching purpose. There are many teaching application modes about fairy tales. For example, you can directly use fairy tales as education content, or create fairy tale situation In other teaching activity. You can also make the education process permeated with the spirit of fairy tales from start to finish, so that education could coruscate fairy tale colour.(2) Teacher G'view about fairy tales has the characteristics that are individuality, practical, implication, dynamic and relative stability. And the formation and development of his concept to fairy tales was under the influence of the following factors:his personal life experiences and feelings reflections, A variety of ideas (including traditional ideas of writing carry way, Views on children and course etc), discipline and profession background, fairy tale theory knowledge and the related learning opportunities in the kindergarten.(3) for the ascension and update of teachers'view about fairy tales, in the subjective, kindergarten teachers must obtain development through lifelong learning, self-reflection, and narrative inquiry; and in the objective aspects, it is important that we should perfect the pre-service teachers education, and rich professional training for preschool teachers. |
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