Study On The Status Quo And Promotion Strategies Of Immaterial Cultural Heritage Identity Of Preschool Teachers

Kindergarten intangible cultural heritage education is an important part to guide and promote children who follow the example of preschool teachers to set up good cultural ideological values and cultivate and strengthen the national spirit and national spirit of the Chinese people when they are young.The core value and function of kindergarten intangible cultural heritage education should play a role through the identification mechanism of kindergarten education subject,especially preschool teachers.The recognition of the intangible cultural heritage of the Chinese nation by preschool teachers is an important guarantee for preschool teachers to cultivate and improve the spiritual consciousness of the Chinese nation,and is the basis for improving the quality of the teaching work of the intangible cultural heritage education of preschool teachers.But in today's global social environment,preschool teachers' recognition of intangible cultural heritage has been unprecedentedly impacted,kindergarten,parents,preschool teachers themselves and other parties are influenced by the western cultural and ideological value system,ignoring the important values of cultural identity,intangible cultural heritage,intangible cultural heritage identity,intangible cultural heritage identity of preschool teachers,intangible cultural heritage identity of preschool teachers,cognitive identity of intangible cultural heritage of preschool teachers is still relatively recognition of intangible cultural heritage of teachers.It is impossible to give full play to the core values and important role of the intangible cultural heritage education for young children.Therefore,in this reality,it is urgent to analyze the reality,existing problems and solutions of the intangible cultural heritage identity of preschool teachers.This study studies the status quo and promotion strategies of immaterial cultural heritage identity of preschool teachers.It is the author's understanding that the immaterial cultural heritage identity of preschool teachers can improve the teaching quality of immaterial cultural heritage education of preschool teachers.Based on the analysis of relevant data obtained by literature research,interview,questionnaire and case analysis.It is found that the cognitive identity of the intangible cultural heritage of preschool teachers is still relatively lacking,the emotional identity of preschool teachers to the intangible cultural heritage needs to be improved,and the behavior identity of the intangible cultural heritage of preschool teachers has not been put into practice.In view of these problems,this study from preschool teachers intangible cultural heritage cognitive identity,preschool teachers intangible cultural heritage emotional identity,preschool teachers intangible cultural heritage behavior identity three dimensions,national,social,kindergarten,preschool teachers themselves four aspects,multi-angle put forward the promotion strategy of immaterial cultural heritage identity of preschool teachers.For example:to expand the channels of intangible cultural heritage identity of preschool teachers;to increase the training of intangible cultural heritage of preschool teachers;to "reform" the content of intangible cultural heritage of preschool teachers;to provide a variety of practical platforms for intangible cultural heritage of preschool teachers,and so on,to strive to enhance the identity of intangible cultural heritage of preschool teachers.