Research On The Status Quo Of Kindergarten Teachers' Understanding Of Learning Quality

In 1991,"approaches to learning" was proposed for the first time as one of the important areas of "readiness for school".Since then,approaches to learning has attracted more and more attention in the world.In 2012,the Guide issued by the Ministry of Education of China also emphasized "emphasizing approaches to learning".Is the kindergarten teacher in China concerned about the approaches to learning? How did them comprehend it? The comprehension and attention of the kindergarten teachers to the approaches to learning affects the development of children's approaches to learning in China.In order to grasp the comprehension of approaches to learning of kindergarten teachers in China,and focus on teachers 'misunderstanding of approaches to learning for children,this research adopts a mixed research design combining quantitative and qualitative research method,and distribute questionnaires nationwide to investigate teachers' comprehension about concepts and specifics of approaches to learning,and the details in the guide of approaches to learning.Combining interviews to supplement teachers ' deep comprehension of about concepts and specifics of approaches to learning to analyze for research.Combined with interviewed teachers' attention and training received of approaches to learning and clarify the teachers' misunderstanding of approaches to learning: when teachers comprehending the approaches to learning,confusing the concept of approaches to learning with other nouns and comprehend the content of approaches to learning shallowly;regarding the specific content elements of approaches to learning as ability or learning skills;associating approaches to learning with adult-led contexts;confusing specific elements of approaches to learning with content in five areas;confusing approaches to learning with morality in "social norms";and comprehending specific elements of approaches to learning in isolation.Judging from the research results,teachers ' comprehension of approaches to learning are not optimistic.Teachers' vague understanding of approaches to learning content in the Guide is an issue we need to pay attention to.Aiming at the current misunderstandings of kindergarten teachers about approaches to learning,the author tries to analyze the reasons for the teachers' comprehension of approaches to learning,and gives some suggestions to try to provide some directions for the follow-up of kindergarten teacher training related to approaches to learning in China.