Research On Conception Of Emergent Writing Of Preschool Students Of Rural Teachers

Emergent writing is a process in which preschool students get Preliminary writing ability. In this process preschool students use a pen or other writing substitutes to observe and calculate knowledge. and this process occurs before Preschool children receive officially writing education. This development process can be spontaneous generation, autonomous activities and games, also can be in adult guided game based learning activities.Emergent writing is an important part of children’s written language acquisition. Emergent writing education has a very far-reaching significance on infants’ subsequent formal writing and even on their physical and mental development. A teacher,as an important person in the process of an infant’s emergent writing ability development, is the principal executant of infants’ emergent writing education, and his/her emergent writing education conception is an important requisire for carrying out the emergent writing education effectly in a kindergarten. This study aims at exploring the influence elements on emergent writing education conception of preschool teachers to promote the optimum of their emergent writing education conception and the development of infants’emergent writing ability, and hence leads to the mutual development of both teachers and infants.Currently, the relevant research of emergent writing mainly concentrated on exploring its nature, characteristics and law of development, the concept of teacher education research has already penetrated into specific areas of early childhood development, but the research of emergent writing education concept of teachers in rural areas is relatively scarce. This study is based on the domestic and international relevant research results, and we conduct a questionnaire survey within12villages and towns kindergartens in S city, Henan province, a total of200preschool teachers are conducted a questionnaire survey. interviews and observation are also used in analyzing and studying the status and influenced factors of rural teachers’emergent writing view. The study found that rural teachers’understanding of preschool emergent writing has a conflict in the concept of traditional writing and emergent writing, the concept of shallow and deep-seated ideas. This mainly appear in these six sides, The fuzzy of the connotation, the diversification of meaning, the confusion of content, the one-sided features and form, single educational methods and approaches, and the highlights of teacher-directed awareness. Accordingly this study is to investigate the impact factors of rural teachers in emergent writing concept from the macro and micro levels, the macro lies in the gap between urban and rural pre-school level, and the guide of "3-6years old children’s study and development guidance"; from the micro level, there are theoretical knowledge of rural teachers, educational experience as well as rural nursery teaching management and training. These two factors are restricting the rural teachers’emergent writing concept to change and updated.Therefore, researchers put forward to the basic ideas to clarify the emergent writing concept of early childhood teachers in rural areas on the basis of summarizing research findings, And make specific recommendations to update and optimize its emergent writing concept that from the government, the kindergarten teachers and their three angles. These recommendations include:From the government point of view, policy support and information support is necessary; from kindergarten perspective curriculum support and environmental support is necessary; from the perspective of teachers themselves, the ability of teachers to reflect on the case study and action research should be enhanced. Finally, this study put forward to the needed subject in the future.