Researh On The Changes Of The Cultivation Policy Of Chinese Preschool Teschers In The 40 Years Of Reforms And Opening-up

This study takes the reform policy of preschool teachers in China for 40 years as the research object,and uses the “policy paradigm” theory and the discontinuity-equilibrium theory as the framework of interpretation and theoretical support.It adopts research methods such as literature method,historical analysis method and text analysis method.As the basic elements of research,policy objectives,policy tools and policy texts,try to study the changes of China's preschool teacher training policy in the 40 years of reform and opening up,and hope to provide reference and reference for the formulation and implementation reform of preschool teachers' training policies.The good development of the practice of teacher team building.First of all,the overall goal of China's preschool teacher training policy in the 40 years of reform and opening up presents a process of “redness,specialization,qualification,high quality,and excellence”.The specific performance is as follows: quality objectives are from single to general to pluralistic and specific;scale objectives are abstracted.Concrete and operational;structural objectives range from closed,low-level to open,high-level.Secondly,the changes in the policy texts of kindergarten teachers' training have presented a phased feature,with “multiple political exits”and low legal statutory effects.The discourse of policy texts shows that the problem-oriented is the logical starting point of the subject;the choice of policy value from “tool” to “educational ontology”;the policy orientation of practice and assessment of demand.Finally,the changes in the training tools of preschool teachers are characterized by stages,excessive use of authoritative tools,and differences in the applicability of policy tools and policy topics.On the basis of the above analysis,the dissipative-equilibrium theory is used to find out that after the reform and opening up,China's preschool teacher training policy shows the characteristics of non-linear changes,with a long-term,stable equilibrium period,supplemented by short-term discontinuities.Taking theintermittent changes of policy objectives as the main feature,the kindergarten teacher training policy has experienced three important discontinuous nodes in 1985,1993 and 2010.China's political system determines that the core transfer of the party's authority is the main factor that triggers policy changes.In addition,the policy landscape monopoly interaction characterized by the policy domain monopoly characterized by the stability of the subject and the broad recognition of the core values of the policy constitutes a long-term stable change of the preschool teacher training policy in China.Aiming at the characteristics of the reform of China's preschool teachers' training policy in the 40 years of reform and opening up: formulate a special preschool teacher training policy;optimize the matching portfolio of policy tools,increase the use of mixed policy tools;standardize the use of policy discourse,and improve the specificity and practice of policy texts;suggestions for improving the quality assessment criteria for preschool teachers' training.