To Study On The Relationship Between The Class As The Unit Of Preschool Teachers Group

Two hands are better than one, three boys no boy, three women and a goose make a market…Since the ancient times, the group of three people is very special. From the perspective of sociology, this study adopted the theory of group dynamics, educational ecology and so on to describe the relationship among three preschool teachers in one class (there is no exception that some kindergartens allocate two or four teachers in one class, this paper only do the research of three people’s relationship), and analyze, explain the generative mechanism of different relational types. This paper consists of four parts:Chapter one:Through analysis of the materials in the present study, researcher divided the teachers’relations in one class into five kinds and respectively presented them by ways of living examples. The former four kinds were the relational models without external forces:the first was the head teacher-dominant model in which the teacher in charge of the class played the most important role in the classroom teaching management, while the other two teachers just made cooperation. In this model, the three teachers worked in cooperation with a due division of labor; the second was the negotiating model in which the three teachers could make negotiations for the teaching methods and got on well with each other, getting rid of the position restraint; the third was the "2+1" model where the head teacher and the nursery teacher worked together, excluding the young teacher. They were in a serious relationship; the fourth was the role-converted model where the elder teacher played a leading role in the teaching, ignoring the young head teacher. While the young head teacher had nothing to do with it. They were in a relationship with serious contradictions. Although the models above exhibited different relations among the three teachers in one class, the teachers would act in accordance with each other when there were external forces, such as the parents or the kindergarten leaders were on the scene. Then the fifth model-the unanimously confronting model-was set up.Chapter two:Tried to analyze the formation mechanism of these relational models from the perspective of sociology on the basis of the group dynamics, niche, border effect, and dramaturgy, after summing up the five relational models above. The formation mechanism included:the individuality mechanism of the teachers, that is, individual factors of the teachers (such as, personality, school age, age, qualifications, intersubjectivity, etc.), and the unique effect of the head teacher; group mechanism, that is, cohesive force of micro community, safety valve system,"working consensus"; and the systematic mechanism, such as, the systematic environment of the kindergarten.Chapter three:Analyzed, expounded the effects the group of preschool teachers in one class put on children, preschool teachers and kindergarten.Chapter four:Made some suggestions for the kindergarten teachers, teaching managements, trying to build up a harmonious relationship among teachers, and making developments for the children, the teachers and the kindergarten. Finally reflections were given on the research sample, methods and the content.There are no methods to sum up all the types of relationship among preschool teachers in one class. However, the most important thing is that every body should do their best to construct a harmonious relationship, to promote the common growth.