Research On Kindergarten Teachers’Receptivity T0<3-6Years Old Children’s Learning And Development Guidelines>

<3-6years old children’s learning and development guidelines> by the Ministry of Education is a Guidance document about preschool education. Thereinto, the mathematical cognition part interprets that targets and connotations of young children’s mathematics learning and teaching, foregrounding the development of young children’s mathematics emotion and mathematical thinking, paying attention on mathematic in young children’s life and games, and scientific concept of young children’s mathematics learning and teaching everywhere, put children first and esteem children as the key value concepts. As the the main body of the<guidelines>practice, not merely observe and understand children by using<guidelines>, but also conduct activities with children’s performance on natural conditions. With the challenge, that kindergarten teachers must have translate<guidelines> into the teacher observation, analysis and guidance of children’s professional mathematical cognition development ability. so, if they accept the guide reflects idea of mathematics education?if they accept this challenge? Based on the position of teachers’humanistic concern, it is necessary to focus on their sense of receptivity, which not only directly related to the implementation of the breadth and depth of the guide, and high quality kindergarten education is concerned.This studying is on the theoretical support of existing related research, using questionnaire survey and interview, through the questionnaire survey on191kindergarten teachers, we can understand their attitude on the object and content, the educational suggestions, behavioral intention, subjective standard, behavior evaluation and the environment feeled of<guidelines>’s mathematical cognition. Within these five dimensions, that can reflect the kindergarten teachers’receptivity status and problems, and then further discuss the influence factor from<guidelines>, teachers and exterior, and put forward a suggestion to enhance kindergarten teachers’ receptivity.Results show that, in the face of<guidelines>, kindergarten teachers mainly reflected an acceptable attitude and they are willing to organize mathematics educational activity, in the meantime, there are also some worrying problems existed like the following aspects:kindergarten teachers showed a "blind approbation" tendency; and they kept mostly on their own behavioral intention and lacked of motive powers in transforming children’s mathematics education ideas in<guidelines> to teaching practice and support conditions from inner and outer. The leading causes of these problems:from the<guidelines> oneself, less of usability and issued time is short is two are both existed; from kindergarten teachers, the passive mood, lower mathematics professional quality, and habitual sloth are existed; from the external environment, kindergarten atmosphere was not satisfactory, materials were short supply, educational departments and experts were not play an useful role, and the parents had a contradictory mathematical educational concept. If we want to change this situation, the study thinks:we should build an effective mechanism of kindergarten teachers’ receptivity from the following three angles:establish an effective system of <guidelines>, teachers’ independent development and construction of the external supporting environment.