From Ordinary To Extraordinary: A Qualitative Study Of The Teaching Wisdom Of Kindergarten Teachers

With the promulgation of policy documents such as the guidelines for Learning and Development of Children aged 3-6 years and the working procedures for kindergartens,pre-school education is highly valued by the state and society.In the face of the rapid development of preschool education,the number of kindergartens at all levels has increased dramatically,and the quality of kindergartens is also uneven.In particular,with the opening of the two-child policy,the demand for kindergarten teachers is increasing,and the gap of preschool teachers is also increasing.This has also led to a lower threshold for early childhood teachers to enter the profession,and the quality of early childhood teachers varies greatly.In reality,many kindergarten teachers have deviations in their understanding of teaching.The understanding of educational policies and concepts,teaching concepts and methods,children’s views and educational views is not deep and comprehensive enough,and the mode of thinking is relatively fixed,and the tendency of "primary school" is obvious.Therefore,the development of preschool education needs to change from the pursuit of quantity at the same time to improve the quality.The improvement of preschool education quality is inseparable from the improvement of preschool teachers’ teaching quality,and the teaching wisdom of preschool teachers is particularly important.In view of the various problems and puzzles existing in the actual teaching activities,the author is constantly pondering:how to deal with the various situations and problems in the teaching activities intelligently?What are the aspects of teaching wisdom shown by preschool teachers?How does the teaching wisdom of preschool teachers come into being?By what factors?How to support the generation of its teaching wisdom?Therefore,this paper adopts qualitative research methods through the use of interview,observation,physical analysis and other methods to collect data,with the help of an analysis software,Nvivo 10,analyze the specific performance of preschool teachers’ teaching wisdom from the bottom to up and how the teacher’s teaching wisdom is generated.The specific research results are as follows:1.In the course of coding analysis with the aid of Nvivo 10,combining the teaching knowledge in the field of preschool teachers with PCK,the author analyzes that the teaching wisdom of preschool teachers is embodied in three aspects:(1)From the aspect of the teaching content,teacher can creatively interpret the text content,and is good at taking material from life,at the same time,building up the idea of lifelong learning,expanding knowledge of the theory,establishing a complete knowledge system,pursuing the wisdom of the teaching of the "true".(2)From the point of view of teaching object,teachers respect children on the basis of loving children,respect the subjectivity and individual difference of children,teach according to their aptitude,teach according to people,and pursue the wisdom of"good" in teaching.(3)In the teaching process,teachers can balance the relationship between the various elements of education,grasp the opportunity of education in time to generate teaching content,establish a good teacher-child relationship,and interact effectively with children.At the same time,it can deal with all kinds of unexpected situations and accidents in teaching intelligently and flexibly,and pursue the wisdom of "beauty" in teaching.2.Through the analysis of the data,it is found that the forming process of preschool teachers’ teaching wisdom can be divided into three stages:the stage of imitation learning,the stage of reflection and the stage of creation.3.The influencing factors of preschool teachers’ teaching wisdom generation can be divided into internal and external factors by coding the data.(1)Internal factors:"studious",that is,teachers’ learning ability;"attitude",that is,the attitude of loving children and loving work;"experience",which means continuously practice and experience;and "understanding",that is,the reflective ability of teachers’.(2)External factors:from micro to macro,they are family environment,kindergarten environment and social environment respectively.4.Finally,according to the process and influencing factors of preschool teachers’teaching wisdom generation,combined with the specific performance of early childhood teachers’ teaching wisdom,this paper puts forward the possible path of teaching wisdom generation from the two dimensions of internal generation and external support.