On Philosophical Accomplishment Of The Kindergarten Teachers

In 2012,the Ministry of Education issued "the professional standards of kindergarten teachers (Trial)", which proposed higher professional specifications and requirements for the kindergarten teachers, and further promoted kindergarten teachers’ professional process. With the continuous development of society, people are increasingly aware of the importance of early childhood education in early childhood growth and development of life. For direct bearers of early childhood education-preschool teachers, in order to better promote the healthy overall development of children, what kind of accomplishment can bear the burden of this sacred and great career, has become a problem that is essential to think about along the road of kindergarten teachers’ professional. In the traditional research on the kindergarten teachers’ accomplishment, it is generally focused on the accomplishment of ideology, vocational ethics, knowledge and vocational psychology, but they did not realize the importance of teacher’s philosophical accomplishment for educational influence and teachers’ professional growth.Kindergarten teachers’ philosophical accomplishment refers to that the subtle problems which early childhood kindergarten teachers faced in practical work, the conscious use of philosophy thought to reflect and examine the entire education links, and the overall accomplishment that continuously embracing updated knowledge, which includes not only the cause of outward behavior, but also the training of inward personality. Kindergarten teachers’ philosophy have a certain level reflection on the teaching level, education level and the level of life. Kindergarten teachers’ philosophy have the characteristics of developmental, latent, difference and guidance, which can not only enhance the preschool teachers’ professional happiness, inspire the problem awareness of kindergarten teachers, but also promote kindergarten teachers’ability to reflect, steady their firm belief and lead their professional growth.In the current team of kindergarten teachers, kindergarten teachers who are restricted by the traditional knowledge and skills and shackled by the idea of post-job "ordinary self" and "education habitus", generally showed a lack of philosophical knowledge and self-conscious professional. From the perspective of phenomenology and by means of understanding these key concepts, "meaning dimension", "inter-subjectivity", "overhang", "go back to the sache", we analyze the sense awareness of kindergarten teachers’ philosophical accomplishment, deliberation of philosophical character, exploration of the philosophical accomplishment, fertile of philosophical accomplishment, etc. which will bring some new inspiration and reflection about the generation of kindergarten teachers’ philosophical accomplishment.