| The realization of high-quality preschool education is the basic value demand and core practical task of the current development of preschool education in our country.Among the many documents since the promulgation of the "Several Opinions of the State Council on the Current Development of Preschool Education" in 2010,"Kindergarten-based teaching and research","kindergarten-based training","reflection practice" and other content related to kindergarten-based training are proposed as important content to strengthen the construction of preschool teachers and promote the professional level of preschool teachers.and promoting the quality of preschool education through Kindergarten-based Research and Training has become the direction of current preschool education development efforts.The support and guarantee of the system is the prerequisite and foundation for realizing effective kindergarten-based research and training and giving full play to the value of kindergarten-based research and training.However,as an institutionalized kindergarten,the realization of the function of the research and training organization is hindered,and the solidification and tearing of the research and training system is one of the important reasons that hinder the effectiveness of the kindergarten-based research and training.Therefore,looking for an appropriate theoretical perspective,constructing the theoretical framework of the kindergarten-based research and training system,and constructing a characteristic kindergarten-based research and training system group or system that is conducive to the common development of the kindergarten,teachers,and children.It is necessary to realize the dynamic balance of the kindergarten-based research and training system.Kindergarten-based research and training refers to the process of learning,researching,formulating solutions and practicing in the kindergarten by teachers in accordance with their own development needs and practice problems in the kindergarten,including kindergarten-based teaching problem research,kindergarten-based training and reflection practice and other processes.Kindergarten nature,autonomy,and practicality are the main characteristics of Kindergarten-based research and training.From a management perspective,the kindergarten-based research and training organization,as the kindergarten’s micro-organization,not only carries the kindergarten’s hierarchical management function,but also is the kindergarten teacher’s learning organization,research organization,and practice organization.Its organizational culture has an important influence on the care and education behavior and professional development of kindergarten teachers.Through theoretical review,it is found that the current kindergarten-based research and training system presents theoretical flaws and urgently needs appropriate theoretical attention.First,The interpretation of the kindergarten-based research and training system lacks inherent logic.Second,The research value of the kindergarten-based Rraining System is lacking and the value orientation is single.Third,There are differences in the analysis of the content structure of the kindergarten-based training system,the content setting is unbalanced,and the system content construction based on the internal elements of the system is lacking.Fourth,the mechanism of implementing the kindergarten-based research and training system is flawed,and the linkage training mechanism has not yet been formed.The new institutionalism theory has realized a new turn in institutional research,expanded the connotation of the institution,and incorporated symbolic systems such as cultural cognition and moral templates that will provide a "framework" for people’s actions into the category of the institution.This kind of mutual construction relationship provides new ideas for the research of the kindergarten-based research and training system.New institutionalism pays attention to the issue of organizational isomorphism.It examines organization,culture,and formal systems in the same institutional field and tries to integrate them.It emphasizes organizational legitimacy mechanisms,emphasizes the two-way influence between systems and organizations,and emphasizes cultural cognition meaning framework,and extends the connotation of the system to a comprehensive concept including organization concepts,culture and cognitive templates is appropriate for examining the kindergarten-based research and training system in terms of theory,practice,and methods.Neo-institutionalism focuses on organization,where individual behavior and organization together constitute a system,and it believes that the system is the regulatory,normative and cultural-cognitive elements and related activities and resources that provide stability and meaning for social life.Regulatory elements,normative elements,and cultural-cognitive elements are the three basic elements of the system.They interact with each other,interact and coexist,and together form a set of dynamically developing institutional systems.Based on the theoretical analysis framework of this element,the kindergarten-based research and training system can be understood as: a system or system group that provides stability and value meaning for the research,training,and reflection of nursery and education staff in kindergartens.It consists of three dimensions: a regulatory text training system,a normative operational training system,and a cultural-cognitive level system.It contains externally coercive laws and provisions,specific guidelines for practical operations,and endogenous concepts,ideas and habits,etc.The regulatory text training system is located on the surface of the kindergarten-based research and training system.It has mandatory requirements for all actors.It means that the kindergarten-based research and training should be established and operated within the scope of national policies and regulations to avoid deviation from the value orientation of preschool education.The standard operation education development degree is located in the middle level of the kindergarten-based research and training system.It provides guarantee and coordination for the effective development of research and training activities.It is adjustable,and is intended to avoid behavioral anomie in the course of action,and promote practical behavior in accordance with established regulations and requirements.The cultural-cognitive level system is located at the core of the kindergarten-based research and training system,reflecting the value-meaning concepts and cultures reached between the research and training subjects.It means that the research and training subjects must get rid of the passive participation mode of "all actions listen to commands",create a training culture and realize value,identity,and construct corresponding cognitive and behavioral schemas.The three systems coexist in the same research and training system,unified in the system but unevenly distributed,and support the research and training system from different aspects.The three-dimensional system interacts to form a continuum.It is a meaning system that is dynamically adjusted according to different fields and different situations.They guides and restricts the behavior of the organization and its members while forming habituation through cultural shaping,and achieve system goals.The system will generate the tension of change due to the behavior and its process,and the institutionalization is realized in the constant repetition of certain behavior patterns and meanings.From the perspective of instrumental,self-contained,and conscious behavior logic,the analysis logic of the new institutionalism theory can be summarized as: the important content of system analysis is the impact of the system on behavior;the purpose of system analysis is to dig out what concept the system carries or should carry;Institutional analysis is not a single,fragmented,but a holistic,continuous,and diverse analysis;Institutional analysis should focus on the analysis of cultural concepts,and use multi-level or case-by-case and sampling methods.The analysis of the system should consider the multi-level system structure and the common influence of multiple factors.As a result,the research constructs the theoretical framework of the kindergarten-based research and training system as: a regulatory-norm-cultural cognition analysis framework based on the research and training organization.Based on the element-organization-behavior analysis framework of new institutionalism,the regulatory text research and training system,the standardized operation research and training system,and the cultural-cognitive research and training system are the expected dimensions of the kindergarten-based research and training system.Taking the system element theory as the lens,inspecting and reviewing the reality of kindergarten-based research and training from the three dimensions of regulatory elements,normative elements,and cultural-cognitive elements,through analysis of collected questionnaire data,interview data,observation data,and text data and the case kindergarten analysis revealed that the actual reality of the kindergarten-based research and training is as follows: First,the overall fuzzy comprehensive evaluation shows that the level of the kindergarten-based research and training system is average,and there is a significant positive linear relationship among the three dimensions of regulation,standardization,and cultural-cognitive elements,and the direction of change is consistent.The overall mean value of the cultural-cognitive element dimension is low,indicating that the cultural-cognitive system dimension is the key improvement direction for perfecting the kindergarten-based research and training system and the breakthrough point for the development of the kindergarten-based research and training in the future.Second,different element dimensions have significant differences in different demographic factors.According to the differences in different dimensions,the following findings can be drawn: The experience and experience from teaching and research has a greater impact on the cultural-cognitive level system.Those with higher or lower academic qualifications have higher recognition and evaluation of the regulatory text system.The position level of the group leader of the grade should be the main consideration object of the dimension of the normative operation system.The establishment and regional factors have a greater impact on the kindergarten-based research and training system.The average value of teachers in the field is higher than that of non-employed teachers,the average value of urban kindergartens is higher than that of townships,and the average value of townships is higher than that of rural kindergartens.There are significant differences in the nature of the kindergarten in terms of the comprehensive dimensions of the elements of the kindergarten-based research and training system and the two dimensions of regulatory and normative elements.Public gardens are better than private ones.Third,in recent years,there has been an increase in the number of national macro-level documents involving kindergarten-based research and training policies at the national macro level.After 2010,the number of multi-sectoral joint publications has increased,but the specialized documents issued by the education department are still the main ones,and the legal level is low,long-term effectiveness is lacking,and there are few policy texts specifically aimed at training.At the same time,the existing policy texts and the content of the research and training system of the gardens mainly focus on the dimensions of regulation and normative elements,lack of systematic and systematic system groups,and generally lack of systems at the cultural-cognitive level.The system structure is more of the opinions or implementation methods that need to be implemented from top to bottom,and the participation of the research subjects is not obvious.Fourth,The case study found that the kindergarten realized that the kindergarten-based training system supports and guarantees the quality of training and has a corresponding text system,but the regulatory elements are missing.The case kindergarten has the following commonalities in the operation of the kindergarten-based training system,system culture,and research subject relationship: kindergartens use the training system as a management tool,and training activities become work arrangements,instead of taking the satisfaction of the development needs of the kindergarten,kindergarten,and preschool teachers as the value pursuit of the system goal.Kindergarten teachers complete tasks in a formal way according to regulations,passively participate in,Xparticipate in but non-compliance,and lack endogenous motivation.The cultural atmosphere of communication,interaction,and sharing based on learning development is not strong.The purpose of reality inspection is to analyze the problems and reasons behind the phenomenon.Examining the kindergarten-based training system,it has been found that the current garden-based training system has problems such as the supremacy of value orientation tools,the one-way restriction of the relationship of research subjects "under the monopoly of power",and the decline of endogenous development culture.The instrumentalism of the kindergarten-based training system’s value orientation is characterized by the instrumentalism of the system goal,the unbalanced simplification of the system content,the rigid and conservative system operation,and the formalization.The main reason is the deviation of the value understanding of the main body of the kindergarten-based training,the solidification of the value of the main body of the training,the failure to reach a consensus on the "benefits" of the training,and the lack of a collaborative foundation.The one-way restraint of the research subject relationship under the power monopoly is characterized by the lack of subjectivity of kindergarten teachers,the weak restraint of the training system,the one-way control of the kindergarten under the collectivist strategy,and the lack of effectiveness of the regulatory text system.The main reason is that kindergarten teachers’ self-positioning and "unit consciousness",the kindergarten’s "bureaucratic management" and "regulatory service relationship",lack the support and protection of high-level legal provisions.The cultural decline of the endogenous development of the kindergarten-based training system is characterized by three problems: the incompleteness of the system at the cultural-cognitive level,the lack of cultural production of the training system,and the imperfect guarantee mechanism for the cultural construction of the training system.The reasons for this are the "culture-cognition" schema shared by teachers behind the understanding,the system logic competition hidden behind the "culture-cognition" schema,the creation of the training environment,the construction of the training organization,and the level of the main body of training,etc.This is the result of comprehensive and complex factors.Taking the “ Element-organization-behavior ” theoretical framework of new institutionalism elements as the basis for exploring the kindergarten-based research and training system,the design concept of the kindergarten-based research and training system can be developed from the value orientation,design concept and system construction logic of the kindergarten-based research and training system.The value orientation of the kindergarten-based research and training system based on the three basic elements will shift from a single orientation of "sensibility," "ecology," and "reflection and practice" to a development orientation.With the aim of improving the quality of care and education,the design of the kindergarten-based research and training system should focus on the development of all kindergarten staff,respect the subjectivity of kindergarten teachers,establish system construction system thinking,strengthen the appropriateness of the system design,promote concepts such as dynamic interaction between people and systems.The construction of the kindergarten-based research and training system needs to establish the relationship between the research and training organization and its subjects and members from a deeper and more specific level.The "reasonable mechanism" and the "legitimate mechanism" function simultaneously and realize mutual construction from top to bottom and bottom to top.The compulsive mechanism,normative mechanism,and imitation mechanism of the institutionalized kindergarten-based research and training correspond to the regulatory element,the normative element,and the cultural-cognitive element,respectively.Highlighting the power of the elements of the three different mechanisms and constantly adjusting the functions of the three mechanisms have an important guarantee for the construction and realization of the kindergarten-based research and training system.Institutional construction and innovation are not accomplished overnight.Research on the kindergarten-based research and training system needs to dig deeper into the deep connotation of different element systems,and build a regulatory text system,a standardized operating system,and an optimized combination of cultural-cognitive systems.This institutional system combines rigid provisions,flexible value guidance,and cultural infiltration,as well as external force control,internal morality and dynamic constraints,and features dynamic development,stability and sustainability,and it can promote the common development of children and teachers through the realization of effective research and training. |
