| Under the background of the construction of socialist ecological civilization and the increasingly prominent contradiction between human and animals,animal education is imminent.In this regard,the kindergarten has made a lot of efforts and attempts,but there are still many problems.Teachers' beliefs of animal education are an important factor affecting the quality of animal education.Therefore,this study focuses on the research of teachers' beliefs of animal education,in order to arouse teachers' attention and reflection on their own animal education beliefs and behavior.In this study,29 teachers from 6 kindergartens were selected as the research objects.The qualitative research method with semi-structured interview as the main method and physical analysis as the auxiliary method was used to collect data.Category analysis and scenario analysis were used to sort out the status quo of teachers' explicitly and hidden beliefs of animal education,and also summarize the characteristics and basic types of teachers' beliefs of animal education.In addition,this study also explores the factors influencing the teachers' beliefs of animal education.Finally,on this basis,it puts forward strategies to improve kindergarten teachers' beliefs of animal education.Through the analysis of the collected data,the following research results are obtained:As far as the current situation of teachers' beliefs of animal education is concerned,(1)In the aspect of the cognition of animals,most teachers can regard animals as equal life with human beings in their explicit cognitions of animals,while only a few teachers regard animals as the other to meet human needs.Teachers' hidden cognition of animals is just the opposite.(2)In the view of educational goal,the psychological dimension of goal in teachers' explicit beliefs is comprehensive and balanced,and the content dimension is mainly in the field of science;In the implicit cognition of goal,teachers attach importance to knowledge and ability goals,but there is a lack of attention to emotional goals.In the content dimension,teachers' implicit cognition is consistent with their explicit cognition.(3)In terms of the view of educational content,teachers' explicit and implicit cognition are relatively consistent,which are mainly in the field of science,and the contents in all fields are infiltrated.At the same time,it mainly focuses on knowledge and ability education,but lacks the content of emotional education.(4)In the aspect of the view of educational process,teachers have rich explicit knowledge of animal education ways and methods,and emphasize the principle of no harm to animals in animal observation and exploration activities.In the hidden idea,teachers have rich views of educational methods,and their view of animal education approaches is mainly teaching and regional activities,and they pay less attention to the creation of environment and social resources.What's more,in teachers' hidden idea,some teachers attach importance to the acquisition of direct experience,and lack of awareness of animal welfare.Through the analysis of the current situation of teachers' beliefs of animal education,this study found that it has the characteristics of individuality,rationality,one-sidedness,utilitarianism and contradiction,which can be divided into three basic types: Anthropocentrism animal education view,ecocentrism animal education view and hybrid animal education view.The ecological analysis of the influencing factors of teachers' beliefs of animal education shows that teachers' beliefs of animal education is influenced by micro system,intermediate system,external system and macro system,among which the elements of microcosmic system are the most important influencing factors.Based on the status quo,characteristics and influencing factors of kindergarten teachers' beliefs of animal education,this study puts forward the improvement strategies of teachers' beliefs of animal education from three aspects:teachers themselves,kindergartens and teacher training units. |
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