Research On Status,problem And Strategy Of Kindergarten Identification Application

Kindergarten is the first social organization to participate in the early stage of children's life.It is responsible for the care of children and the main educational field to promote the social development of children.In order to ensure the development of the kindergarten work,there are rules and regulations to restrict the individuals,and part of the routine usually takes the the identification as the material carrier.But in practice there are still some deficiencies in the use of kindergarten identification,it is difficult to play its role.This study takes kindergarten identification as the research object,on the one hand,it expounds the existing research on kindergarten identification from the theoretical level,and demonstrates the concept and unique value of the identification.On the other hand,through qualitative research methods to collect information,from the perspective of sociology of education to explore the application of the identification,analysis and thinking of problems and on the basis of theory and practice,try to put forward scientific and reasonable suggestions for the application of the identification.According to the current situation observation and information analysis,there are three problems in the application of kindergarten identification:the meaning of kindergarten identification is not fully understood by teachers and children,the application of kindergarten identification does not reflect the subjectivity of children,the application strategy of kindergarten identification is lack of dynamic and educational,and the application effect of kindergarten identification is not fully realized.The meaning of kindergarten identification is not fully understood by teachers and children,which means that teachers take kindergarten identification as a tool for adults and children do not fully understand the meaning of kindergarten identification;the application of kindergarten identification does not reflect the subjectivity of children,which means that teachers produce conflict between ideal state and reality state in concept,and teachers lead the design and production process of kindergarten identification in action;kindergarten identification The lack of dynamic and educational knowledge application strategies shows that kindergarten identification is easy to become invalid symbols and has strong discipline in application;the application effect of kindergarten identification is not fully realized,which shows that kindergarten identification application does not fully consider children's socialization differences,and the conventions represented by kindergarten identification are resisted by children.In view of the current problems,this research puts forward suggestions from four aspects.first,to improve teachers' and children's awareness of kindergarten identification,to improve their own awareness of identification by improving their literacy,and to improve children's identification awareness through explanation and practice;second,to improve children's main position in kindergarten identification design system,teachers will respect children's subjectivity in concept and internalize it in action Improve the quantity and quality of children's participation;third,strengthen the dynamic and educational nature of kindergarten identification application,teachers should timely update and replace inappropriate kindergarten identification,and more explore the educational nature of kindergarten identification;fourth,increase the diversified selection of kindergarten identification application,teachers should respect the individual socialization differences of children and build flexible kindergarten routines.