The Generation Of Theory Of Preschool Teachers' Practical Wisdom

With the development of world education reform, people more and morerealized that the improvement of education quality is the key to the success of theteacher. Only teachers professional quality enhances unceasingly, can make highquality early childhood education. Criticism of the education quality, make peoplelooking to focus on teachers’ quality. High quality education needs high qualityteachers, preschool education is no exception. With the development of pre-schooleducation, people gradually realized that preschool teachers’ education wisdom is thekey factors of influencing the early childhood.Preschool teacher education wisdomhas become the hot issue of education research in recent years. But，researchersmost is limited to the research of teacher’s education theory of wisdom, ignoreanother part of the teachers’ education wisdom, practical wisdom.Preschool teachers’ practical intelligence is an important part of preschoolteachers’ education wisdom, is the core of preschool teachers’ professional quality.Preschool teachers’ wisdom comes from the practice of preschool teacher educationpractice, is the individuality, creativity, practicality, silence and the characteristics ofdynamic generative is preschool teachers’ education concept, professionalknowledge and education wit aspects of quality highly integrated reflected inpractice.But, due to the practical wisdom of subjectivity, silence etc., in early childhoodeducation practice, people often ignore the existence of it or distorted its meaning.one-sided equating it to education experience or education art sublimation, this is notonly conducive to preschool teachers’ professional growth of the individual, alsoaffects the progress of preschool education career. Due to the influence of variousfactors, at present, about the practice wisdom generation and development ofpreschool teachers’ research is not much. Mostly study tends to put teachers practicalwisdom in a macro background, not with different education phase of the study onindividual specialized practice wisdom. In view of this, based on the particularity of early childhood education, from the Angle of preschool teachers’ professionaldevelopment, this paper discusses the connotation and characteristics of preschoolteachers’ practical intelligence factors constraining its formation, performance, value,and generate the practice wisdom of the strategy questions.The paper concrete is divided into four parts:Introduction: including the selected topic basis; Study of teachers’ practicalwisdom both at home and abroad; Purpose of this study, content and significance;Research adopts the research method.Part I: connotation of preschool teachers’ practical intelligence parsing: basedon the practice wisdom of combing with relevant concepts, grasp the connotationand characteristics of preschool teachers’ practical wisdom and the preschoolteachers’ professional development, children’s healthy growth, the value of earlychildhood education career.The second part: based on the existing problems of preschool teachers’ practicalintelligence, from preschool teachers’ pre-service training mode, the teacherevaluation system, education value orientation, early childhood educationmanagement mode, and preschool teachers’ subjective initiative, etc, analyzed therestricting factors affecting the morphogenesis of preschool teachers’ practicalintelligence.The third part: in view of the current problems of preschool teachers’ practicalwisdom generation process, analysis with practical wisdom of preschool teachers ineducation practice. Thus corresponding from preschool’s teacher pre-service training,after training, education value orientation, education management model, teachers’developmental education evaluation system and teachers Suggestions on thepractical experience of early childhood teachers practical wisdom generationoptimization strategy.