| To help the poor,we should first improve their cognition,and to improve their cognition,we should first help them to learn Mandarin Chinese.For Liangshan District,popularizing the Mandarin Chinese is an important way to cut off the intergenerational transmission of poverty.Therefore,since 2018,the action of "Learning Mandarin Chinese in Preschool" has been launched in Liangshan.Therefore,the onevillage-one-kindergarten’s Teacher in Liang Shan District have carried out "Activities of Learning the Mandarin Chinese in Pre-Primary School" under the guidance of action policies.Thought is the forerunner and guide of behavior,the teachers in Liangshan Village have a direct impact on their understanding of "Learning the Mandarin Chinese Activities".Therefore,this study takes teachers’ understanding as the starting point,explores the possible shortcomings in teachers’ current understanding and their reasons,and puts forward suggestions for optimizing understanding.The study starts with teachers’ understanding of the objectives,content selection,organization and implementation,and evaluation of "Learning Mandarin Chinese in PrePrimary School Activities",with interviews and observations as the main methods,supplemented by questionnaires,and collects relevant data of teachers’ understanding of activities to clarify their current understanding.It is found that the current teachers have a rich understanding of "Learning Mandarin Chinese in Pre-Primary School Activities".In terms of goal understanding,most teachers are in line with the action goal of "Learning Mandarin Chinese in Preschool",but some teachers have a deep understanding of goals based on the action goal.In the understanding of content sources,most teachers regard teaching materials and evaluation materials provided by external institutions as the main content sources,but some attach importance to internal materials and think that they should also choose activities from children themselves and local cultural resources.In the organization and implementation of activities,most teachers s attach importance to the role of collective teaching activities in carrying out general learning activities,and understand general learning activities as activities in the language field and social field,and think that direct guidance should be adopted to carry out activities.However,some teachers point out that all activities in preschool education sites are general learning activities,and all five areas can be popularized.In the evaluation,Liangshan District c teachers emphasized that the evaluation methods should be diverse,while some teachers mentioned the value of longitudinal evaluation.It can be seen that the teachers in Liangshan District have diverse and rich understandings of learning general activities.Understanding is a gradual and deepening process,and researchers find that teachers have certain level differences in understanding general learning activities.According to the degree of cognition,the current understanding can be divided into text applied understanding,analytical and evaluative understanding and innovative understanding,which generally presents a horizontal gradient.Reflecting on the current situation of understanding,it is found that teachers have one-sidedness in understanding,such as neglecting the cultivation of emotions and habits in understanding the goals of language activities,tending to be involved in teaching in content understanding,emphasizing finger games and language fields in organizing and implementing understanding,and emphasizing children’s Mandarin Chinese level in evaluation.Furthermore,teachers lack subjectivity in the process of understanding,and there is a phenomenon that knowledge and practice are not unified.At the same time,this study also found that some teachers lack the ability to handle the relationship between carry out "Learning the Mandarin Chinese Activities" and inheritance of national culture.According to the current understanding of teachers,based on the ecosystem theory,this paper explores the reasons for understanding from the micro-system of teachers’ own professional quality structure,the middle-level environment of the current ecosystem in preschool education sites and the macro-system of Liangshan District’s own language and cultural ecological environment.Based on the analysis of the problems and causes of the teachers’ understanding of "Learning Mandarin Chinese in Pre-Primary School Activities",the researcher put forward the corresponding optimization path.Firstly,pay attention to the survival status of teachers and respect the differences in understanding;Secondly,establish an ecological oriented training model to enhance the professional knowledge and ability of teachers;Thirdly,optimize the internal management ecosystem of Liangshan preschool education sites;Fourthly,create a positive educational environment and reduce the negative educational public opinion of parents. |
