Research On Identity Recognition Dilemma And Countermeasures Of Male Kindergarten Teachers

The public has given great attention to identity recognition of male kindergarten teachers as the sex structural disequilibrium of kindergarten teachers becomes more severe, so as to solve the existing problems by reshaping their identities and boost the quality promotion of kindergarten teachers team as well as the healthy development of preschool education. The statements “preschool education has great signification on physical and mental development, habit formation as well as intellectual development of young children. Following the mental and physical development discipline of the young children and adhering to scientific child caring method to ensure healthy and happy growth of the young children and actively develop preschool education,” “strictly implement the kindergarten teacher’s qualification standard, practically strengthen kindergarten teachers’ cultivation and training, improve their overall quality and guarantee their status and treatment in accordance with the law” in the National Medium- and Long-Term Plan for Education Reform and Development issued by the CPC Central Committee and the State Council in 2010 show that the country’s focus on the healthy development of preschool education is based on the resources of kindergarten teachers. Nevertheless, the social background and national conditions which call for vigorous development of preschool education make it impossible to develop preschool education without the stable kindergarten teacher team especially when the identity recognition of male kindergarten teachers has become a critical factor restricting the structure and healthy development of kindergarten teachers. As an important part of our country’s kindergarten teaching force, male kindergarten teachers have received more and more attention and have been presented with unprecedented opportunities for development since educator Chen Heqin proposed the preschool education required male kindergarten teachers. Likewise, both preschool education and the career advantage of male kindergarten teachers have drawn the attention andconcern of the country, the society and all works of life. Therefore, the cultivation and employment of male kindergarten teachers have received a prosperous growth and they,undoubtedly, accept a higher educational level. However, the serious drain of male kindergarten teachers and extremely low “survival rate” of the male teachers cultivated by the country with plenty of manpower, material and financial resources due to their difficult survival condition in reality still restrict the identity recognition of male kindergarten teachers. Those bottleneck constrains can be solved by fully understanding the physical environmental, cultural environment, mental environment, kindergarten management system and the faith of male kindergarten teachers, etc. And the obstacles hindering the identity recognition of male kindergarten teachers can only be eliminated on the above basis to destroy the old and establish the new and propose a reasonable countermeasure for reshaping the identity recognition of male kindergarten teachers, so as to achieve the ultimate goal of sex structural equilibrium of kindergarten teachers and healthy development of preschool education.The body text in this research is divided into four parts altogether. The first part is connotation analysis and theoretical discussion of identity recognition of male kindergarten teachers which consists of two parts. In the first part, the identity recognition dilemma of male kindergarten teachers is divided into self identification,social identification and professional identification based on annotation analysis of identity recognition. In the second part, the four related theories are selected to govern the whole text. As the theoretical basis of the research, social identity theory is used as the argument basis depending on the fact that the identity construction of male kindergarten teachers is the product of socialization process and culture; social gender theory and cultural identity theory are used as the basis for exploring their identities depending on the fact that the identity recognition of male kindergarten teachers is the product of cultural regulation; dynamic filed theory and hierarchy of needs theory are used due to the fact that the identity recognition of male kindergarten teachers is the product of mutual interaction between individual and environment as well as the needs to promote the survival and long-term development of individual male kindergarten teachers. The second part is present situation and problem analysis. In this part, the identity recognition dilemma of male kindergarten teachers is revealed based on the interview of ten male kindergarten teachers and the realistic manifestation of male kindergarten identity issues is extracted based on the investigation of the subject. Thethird part is cause analysis on identity recognition dilemma issue of male kindergarten teachers which is performed from the perspective of social identity theory, cultural identity theory, field theory and hierarchy of needs theory and based on cultural environment, management system of teacher turnover, teacher sources, culture &customs as well as educational objects. The fourth part is problem resolution, i.e., the strategy to reshape the identity recognition of male kindergarten teachers shall be accompanied with theoretical instruction and direction and combined with field theory and hierarchy of needs theory, so as to establish the environmental factor beneficial to the identity process of male kindergarten teachers from material, spiritual level and institutional level. Meanwhile, the fundamental issues which restrict the identity recognition of male kindergarten teachers such as insufficient high-quality sources of male kindergarten teachers, wavering faith in education, etc., can be eliminated from by expanding the supplementary channel of the teachers and strengthening the teacher’s faith in its engagement in education. And the two long-term measures herein can be used to resolve the identity recognition dilemma of male kindergarten teachers.