Researchonthe Kindergarten Teacher’s Receptivity Of The Field Of Language Education In "the Guidance For Study And Development Of The Children From Three To Six

In September 2012,<3-6 years old children’s learning and development guidelines>"(hereinafter referred to as the" guidelines "), the issuance of preschool education in China has entered a new stage of development.Early childhood is the critical period of language development, especially the oral development important period,The <guidelines>of the whole development of children’s language education goal and the corresponding education,everywhere reflects the child oriented, respect for the value of children’s ideas.kindergartenteachers as the implementation of the<guidelines>, faced with the <guidelines> to the concept of early childhood educationinto the specific practice of professional challenges,It is directly related to <guidelines> can smooth implementation that kindergarten teachers’ psychological whether to accept this challenge,andon behavior can cooperate actively and actively participate in? Therefore, it is necessary to focus on teachers’ receptivity of the <guidelines>.This study has theoretical support for related research,Such as chi-kin lee teacher identity evaluation model as the foundation, proposed to take the form of questionnaire survey, at the same time supplemented by interviews and observation,to know Guiyang kindergarten teacher’s receptivity of the <guidelines> language areas.This study results show that, overall, kindergarten teachers approbation feeling is higher widely to the <guidelines>, behavioral intention is positive too.But from themicrocosmic point of view, teachers’ receptivity is not too optimistic,Mainly displays in: "attitude" on the superficial identity; "Behavioral intention" mechanical imitation and complacent; Concerned with matters more; The teachers’ professional quality is low, difficult to accurately will be the <guidelines> of scientific concepts into the teaching practice; Kindergarten environment inside and outside support is not sufficient.Based on these practical problems, this study discusses the possible cause of these problems:From the point of the <guidelines> itself, practical deficiencies; From the point of teachers’ personal factors, mainly because of kindergarten teachers’ professional quality is generally low;From the point of external support system, kindergarten atmosphere deficiencies, normal university, and inadequate education experts to guide, the <guidelines> of education idea conflicts with the parents’ education evaluation system of teachers, teachers’ training system is not reasonable, lagging and other factors.To change present actuality, the author thinks: should improve the practicability of the <guidelines>; Through autonomous learning and teachers’ training to enhance the quality of kindergarten teachers’ professional; And strive for the support of the society, parents and Improve the teachers’ evaluation system, etc.