Research On Regional Culture Of Chinese Preschool Education In The Context Of Globalization

Globalization originally appeared in the economic field. It occurs on the basis of the full development of commodity economy. Its essence is the extensive growth of modernity, and its consequence is the expansion of capitalism. In the cultural field, the above characteristic of globalization is manifested as the worldwide expansion of the modernization campaign from the West, with rationalism and scientism as its connotation.From the cultural perspective, the impact of globalization on the worldwide pre-school education is that educational theories and experiences spread across different cultures as cultures disseminate to and communicate within each other. The essence of this process is that the West-led and dominant discourses about early childhood education become the universal words beyond the boards of different cultures. In other words, this process is a course of establishing "grand narratives" of early childhood education. But according to the "ideal" of cultural globalization ~ diverse cultures of different ethnics form the world culture or the world civilization on the basis of heterogenization, pre-school education in globalization should be responsible for building the educational culture which respects diversity and differences.Chinese pre-school education reform is accompanied by changes in globalization. From the cultural point of view, within the context of globalization, Chinese current pre-school education reform accepts the western value dominated "grand theories" about early childhood education. Correspondingly, in Chinese pre-school education, the spiritual culture - the educational value is child-focused, the institutional culture -the education system tends to be more "modern", the material culture - the curriculum emphasis more on the characteristics of subjectivity.However, Chinese pre-school education reform should consider the requirement of adapting to Chinese regional culture. At the macro level, although Chinese cultural value system is becoming more diverse, its development is still based on local cultural values. Its core is national culture and spirit, so its essence must be different from the one of Western cultural values. At the micro level, by conducting a survey on parents' views on child care, this study finds that the educational values hold by Chinese parents still obviously have the Chinese national and traditional characteristics. At the realistic level, Chinese pre-school education has to face the following problems: pre-school education is becoming a kind of quasi-public goods; resources for pre-school education are scarce and unevenly distributed; the state of pre-school education in rural areas is alarming; and the level of teachers' professional development is not high enough.All of those lead to the reflection on the cultural appropriateness of Chinese pre-school education reform. Chinese pre-school education is currently under the tensions caused by the differences between "global cultures" and "local cultures", which can be described as follows: child-development-oriented values VS contemporary Chinese social and cultural values; modern pre-school education system full of rational spirit VS equity in education; preschool curriculum with the principle of subjectivity VS teachers' educational implicit concepts and the their level of professional development.Based on the above analysis, this study proposes a suggestion for building a culturally appropriate pre-school education in the context of globalization: to do cultural dialogue based on regional culture. That is, we should consider both children and society while deciding the orientation of pre-school education values, incorporating both efficiency and equity into the pre-school education system, and respecting both tradition and diversity while constructing the pre-school curriculum.