Research On The Knowledge Acquisition Mechanism Of Preschool Teachers Based On The Theory Of Practical Community

Based on the theory of practice community,this study explores the knowledge acquisition mechanism of kindergarten teachers,and analyses the mechanism of knowledge generation under practice community.Through exploring and verifying the growth process of kindergarten teachers,this study explores the relationship between practice community and knowledge acquisition of kindergarten teachers,and strengthens the inner spirit of sharing and cooperation among kindergarten teachers.Learning and kindergarten teacher training provide a new mode of teaching research,which provides a theoretical basis for the growth of kindergarten teachers,and also lays a solid foundation for the rapid participation of kindergarten teachers in kindergarten education.With the continuous development of early childhood education,the concept of early childhood education,classroom teaching and education system are also constantly updated.People begin to realize that preschool teachers are not only the core of preschool education reform,but also the guarantee of improving the quality of preschool education.In the process of educational reform,many countries have raised the relevant requirements for kindergarten teachers,paying more attention to the professional quality of kindergarten teachers,and there is a close relationship between the professional development of kindergarten teachers and the overall development of kindergarten education.In the process of the construction of preschool education team,preschool teachers are an important driving force.Their knowledge reserves and professional qualities will directly affect the quality of preschool education and the future development of kindergartens.Therefore,how to correctly understand and implement the concepts will be the test that all kindergarten teachers will face,and also make it more important to pay attention to the professional development of kindergarten teachers.This study is divided into four chapters.In the first chapter,the introduction first clarifies the urgency of the study of preschool teachers' knowledge acquisition and the necessity based on the theory of community of practice;secondly,combs and analyses the research status at home and abroad from the two dimensions of teacher knowledge acquisition and community of practice,and finally elaborates the selected literature method and case analysis method.The second chapter outlines the theory of practice community.The author explains it from the theoretical premise and connotation of practice community.Because traditional knowledge teaching is difficult to effectively acquire tacit knowledge,it requires kindergarten teachers to participate in various work exchanges and activities through activities to improve knowledge reserves.The community of practice pays more attention to preschool teachers' right to speak,helps them acquire more knowledge and become active learners.The third chapter is based on the theoretical foundation of the previous chapters.It establishes the relationship between the practice community and the acquisition of kindergarten teachers' knowledge.The author tries to ask what is the relationship between the practice community and learning.Through the research step by step,the knowledge acquisition mechanism is put into the theory of practice community.The fourth chapter is about the analysis of the acquisition mechanism of kindergarten teachers' knowledge in the community of practice.Based on the theoretical basis of the community of practice,it puts forward some reference countermeasures for kindergarten teachers in the acquisition of knowledge,with a view to providing some help and reference for the development of kindergarten teachers.