Research On The Present Situation Of Kindergarten Directors’ Participation In Training Based On Embodied Cognition Theory

With the development of society and the deepening of continuing education,the trend of international attention to the level of kindergarten director’s ranks is gradually popularized,and the quality of the training of kindergarten directors has become more urgent worldwide.The professional ability and professional level of kindergarten director play a vital role as the key to the quality of kindergarten director’s team.In this context,China has promulgated a series of policies to improve the professional level of kindergarten director.In 2011,the "Notice on Implementing the National Training Plan for Kindergarten Teachers" decided to implement the national training plan for kindergarten teachers,to improve the quality of kindergarten director and achieve the goal of balanced development of education is of great significance.In 2012,the "Opinions on Strengthening the Construction of Kindergarten Teachers" clearly stated that the quality of kindergarten teacher training should be improved.As a member of kindergarten teachers,the director should take the lead.In 2015,the "Professional Standards for Kindergarten Director" put forward requirements for the kindergarten director’s learning philosophy and professional duties from the aspects of garden management concept,professional requirements and implementation opinions.It can be seen that,as the head of the kindergarten and the manager of the affairs of the kindergarten,the quality and ability development of the kindergarten director is valued by national policies.However,despite the establishment of a training plan to improve the quality of kindergarten director’s team,there are still many problems in the training of the director,which makes the enthusiasm and efficiency of the director’s training low.Therefore,it is imperative to mobilize the enthusiasm of the director’s training and improve the quality of the director’s training.As a new research trend of thought and research paradigm,embodied cognition theory emphasizes that the process of cognition is the result of close contact and synergy between the brain,body and environment.It pays attention to body feeling,body experience and situational interaction,which transforms the thought of body as an information receiver.This concept of allowing the body to truly participate in cognition is of great significance to improve the quality of the training of the kindergarten director and promote the physical and mental health of the director.Therefore,researchers have sprouted the idea of incorporating embodied cognitive theory into the training of director,so that the director of the training can give full play to his initiative and improve the enthusiasm and efficiency of the training,so as to improve the quality of the training.This research uses interview method,observation method,and physical analysis method as the main research methods.It discusses and analyzes the current situation and existing problems of the kindergarten director’s training,and proposes improvement suggestions for the current situation and existing problems.The research is divided into six parts.Part One: Introduction.It includes four parts: research background and problems,research significance,related literature review,and concept definition.To sort out the main ideas and definitions of embodied cognition theory and the training of the director,which not only clarified related concepts for researchers,but also provided a theoretical basis for this research.Part Two: Research design and process.This part focuses on the selection of research objects,the application of interview method,material analysis method and observation method in this research,data sorting and collection,theoretical framework and research ideas.The researcher used interviews to understand the current situation of the training of the director from the perspective of embodied cognition,and further collected materials related to the training of the director through the physical analysis method,and assisted by the observation method to explore the current situation of the training of the director.Part Three: Interpretation of the Viewpoint of Embodied Cognition Theory.By combing through the basic viewpoints of body cognition theory,the researchers further obtained the characteristics based on the training of the director under body cognition,which laid a rich theoretical foundation for this study.The training of kindergarten director based on the theory of embodied cognition is based on the human body experience and real situation,emphasizing the cognitive function of the“body”,the experience in real situation,the interaction between the body and the situation,the unity of dynamic development,and the equal relationship between teachers and students.It is possible to promote the return of the gardener’s body and the full development of his body and mind.Part Four: Investigation and analysis of the present situation of the training of the director under the theory of embodied cognition.The researcher uses interview method,physical analysis method,observation method,and uses NVivo11 software to perform word frequency statistical analysis on part of the interview data.From the perspective of situation analysis,social practice activity analysis,and dynamic development analysis,the current situation of the kindergarten principal’s participation in training is presented objectively.Part Five: Problems in the training of kindergarten director under the theory of embodied cognition.Through the observation of the director’s training activities,the interview with the director and the analysis of the physical data,the problems existing in the kindergarten director’s training are summarized: the cognitive role of the body is weak,the situation is lacking in deep communication and thinking,the exchange between the director and the expert floats on the surface,the degree of reflection is low,and the phenomenon of physical and mental separation is common.Part VI: Analysis of the causes of problems in kindergarten directors’ participation in training from the perspective of embodied cognition theory.Mainly from the concept,system,training evaluation and other aspects of analysis.Part Seven: Suggestions for improvement of the training of kindergarten director based on embodied cognition theory.Based on the analysis of the problem and the practice of theoretical contact,this study puts forward some suggestions for improving the training of the director under the visual field of the embodied cognitive theory.The following suggestions are put forward from the aspects of the director’s own subjective initiative and external environmental protection.Kindergarten director’s own subjective initiative aspects:strengthen the "body" of the scene,strengthen the situation of communication and thinking,deepen the depth of thinking,do a good job in role adaptation and transformation;external environmental protection: to create an embodied training environment,implement embodied training content and methods,and establish an integrated evaluation system.