Research On The Strategies Of Personal Knowledge Management Of Non-professional Preschool Teachers In Rural Areas

As an oriented-knowledge worker,it is the duty for a teacher to teach,enlighten as well as dispel confusion.Nowadays,teachers can get in touch with emounous knowledge in Information Age.According to the Knowledge Managment Theory,many teachers try to improve existed knowledge structure by gaining,storaging,sharing,applying and innovating knowledge,which is beneficial to adapt rapidly changes of society and enhance ability of lifelong learning.To some extend,the process of realizing teacher’s independent professional development can be regarded as managing personal knowledge.On the basis of sorting out knowledge management theories and related theories,this study selected 9 non-professional preschool education teachers and 6 professional pre-school education teachers in rural kindergarten in Dali City as the objection of research by means of literature method,interview method,case analysis method,as well as phycial object analysis method to collect the personal knowledge management materials of non-preschool education teachers in this rural kindergarten.On the basis of collating and analyzing relevant data,this research puts forward the methods and strategies of personal knowledge management for non-professional preschool education teachers in rural kindergartens.It is found in this research that there are many problems in the practice of personal knowledge management for non-professional preschool teachers.Firstly,in the aspect of personal knowledge acquisition,the way that non-professional preschool teachers acquire knowledge is too single,the purpose of gaining information is too utilitarian and the consciousness of acquise active knowledge is insufficient.Secondly,in the aspect of knowledge arrangement and preservation,the classification,arrangement and review of knowledge have been ignored by non-professional preschool teachers with the weak awareness of storaging knowledge,which leads to a great short knowledge preservation period.In addition,in terms of knowledge sharing,it is difficult for teachers to exchange knowledge and information on a information-blocked platform since the teaching and research atmosphere in kindergartens is too serious.Last but not least,in the aspect of application and innovation,many non-professional preschool teachers find it hard to internalize and apply some professional knowledge,making it difficult to innovate knowledge.There are some differences in personal knowledge management when comparing professional preschool teachers with non-professional preschool teachers,including richer means of acquising knowledge,stronger ability of organizing and storing knowledge,wider scope of knowledge,more calmer attutide of sharing and exchanging knowledge as well as a better ability of applying and innovating knowledge.The effect of personal knowledge management of non-professional preschool teachers is affected by many factors,such as their personal pursuits of knowledge,objective environment of kindergarten,subjective factors of teachers and different links of knowledge management.Based on the above analysis and the enlightenment of personal knowledge management of preschool teachers,this study proposes some optimizating strategies for promoting personal knowledge management of non-professional preschool teachers from the perspectives of kindergarten.At the kindergarten level,it is necessary to improve non-professional preschool teachers’ understanding of personal knowledge management,the ability of non-preschool teachers to manage their personal knowledge and to establish the corresponding incentive mechanism.Besides,the hardware facilities in the kindergartens need to be improved to meet the needs of teachers and other means to promote non-professional preschool teachers to carry out personal knowledge management.From teaching’ s perspective,teachers need to take the initiative motivation to seek development by enhancing subject consciousness,optimizing knowledge structure and using personal knowledge management method.Lastly,it would be useful for teachers to establish professional confidence,break sharing barriers to diligent self-reflection,improve innovation ability and other ways to help themselves to implement personal knowledge management.