Research On The Generation Mechanism Of The Practical Knowledge Of Minority Kindergarten Teachers

Kindergarten education,as the cornerstone of lifelong education system,plays a vital role in promoting the comprehensive and coordinated development of children.The balanced and high-quality development of rural kindergarten education in ethnic areas is the key and difficult point to promote the modernization of basic education.It is more urgent to build a high-quality,professional and innovative team of kindergarten teachers for the high-quality development of rural kindergarten education in ethnic areas.At present,the research on the professional development of rural kindergarten teachers in ethnic areas is rare,and mainly focuses on team building,kindergarten-based curriculum development,bilingual teaching and multicultural education,while few studies focus on the professional development of rural kindergarten teachers in minority areas from the perspective of practical knowledge.In addition,most of the existing researches on teachers’ practical knowledge are based on the interpretation mode of individual subject,which takes the individual as the logical starting point to explain the generation and changes of the practical knowledge,the interaction between the teachers and their life is ignored.The research focuses on two basic issues of practical knowledge of minority kindergarten teachers.On the one hand,it explores the interaction between subjectivity and sociality in the construction of practical knowledge of minority kindergarten teachers,and on the other hand,it reveals the mechanism of practical knowledge in promoting the professional development of minority kindergarten teachers.In response to the development needs of building a high-quality rural kindergarten education public service system in ethnic minority areas,as well as the status quo of low starting point for construction,large quantity and weak ability of the team of minority kindergarten teachers,this research,from the perspective of complex relationship between individual subject and others’ subject,explores the process of professional development of minority kindergarten teachers with practical knowledge as the breakthrough.The research follows the logical chain of "the social function of kindergarten education development in rural areas-the significance of the construction of the team of rural kindergarten teachers-the position of practical knowledge as the knowledge base for the professional development of rural kindergarten teachers in ethnic areas" macroscopically and "the active attribute-the social construction attribute-the dynamic space construction of the subjectivity and sociality of knowledge learning" microscopically.It adheres to the research outline of“the interpretation of connotation-the investigation of current situation-the analysis of attribution-the construction of path-the generation of mechanism-the targeted suggestion",and adopts the qualitative research paradigm with field investigation and educational narrative.Taking the minority kindergarten teachers of public kindergartens in Liangshan Prefecture as the specific research objects,and combining the uniqueness of the education object,the key tasks of education,the living environment,etc.,the research reveals the practical knowledge generation logic of minority kindergarten teachers from the perspective of the dynamic development process.Chapter One explains the connotation and essence of the practical knowledge of minority kindergarten teachers.First of all,based on the macro sociology of knowledge,the meso theory of cultural and historical activities and the micro theory of adult transformative learning,this paper determines the theoretical perspective of connotation interpretation.Secondly,according to the classification model of practical knowledge,the relevant requirements of The Standard of Professional Development of Kindergarten Teachers(Trial),and the distributed attribution of cognition,the practical knowledge of minority kindergarten teachers is divided into five organic elements: educational belief,teachers’ self-knowledge,knowledge of children’s development,knowledge of child care and education and knowledge of educational situation,and represents the basic characteristics of totality,culturality,tacitness,situationality and embodiment.Finally,through the theoretical refinement,the concept model of "one core and three circles" of minority kindergarten teachers’ practical knowledge is obtained.The core points are the overall knowledge pattern supporting professional development,the inner characteristic circle is the characteristic interweaving network showing obvious "family similarity",the middle ecological circle is the cultural conscious process of professional autonomy,and the outer functional circle is a virtuous circle pointing to the development of teachers and children.Chapter Two investigates the status quo of the generation of the practical knowledge of minority kindergarten teachers.This paper presents the goal orientation,problem focus,object selection,method support and ethical requirements of the research design,and presents the existence of practical knowledge of minority kindergarten teachers in a simple way,and then refines it into three types of practical knowledge generation conditions of minority kindergarten teachers-procedural construction,relational construction and normative construction.It finds that the uniqueness of the generation of the practical knowledge of minority kindergarten teachers is caused by the differences in the educational objects,key tasks of education and the living environment.And the basic characteristics of the three types of the generation are summarized.There are four typical experiences in the development of the practical knowledge,including rooted in professional identity,sublimated in the professional development community,crystallized in the process of professional consciousness,and secured in the social support system.The development has also encountered some major problems such as difficult living conditions,weak professional foundation,lack of autonomy and external support.Chapter Three analyzes the influencing factors of the generation of the practical knowledge of minority kindergarten teachers.Since the practical knowledge is generated in the process of the interaction between the individual subject and the environment,it is necessary to bring teachers’ subjective initiative into play,and to think about the external influence.The influencing factors consist of the individual factorseducational feelings,knowledge structure,psychological quality,critical reflection,personal life history and knowledge management-and environmental factors-the objective conditions of living environment,the social status of rural kindergarten teachers,the system design of teacher education,the evaluation system of rural kindergarten teachers,the suitability of curriculum resources,the cultural atmosphere of teaching and research and the collaborative education between family and kindergarten.Chapter Four is about the constructive pathways of the generation of the practical knowledge of minority kindergarten teachers.According to the status quo of the knowledge learning of minority kindergarten teachers,the constructive pathways can be divided into three main types: the procedural construction path led by practical rationality,the relational construction path led by interactional rationality,and the normative construction path led by institutional rationality.The procedural construction path emphasizes that the practical knowledge is the knowledge that is deposited after the repeated practice,reflection and summary in the long-term process,which can encourage minority kindergarten teachers to practice and explore the knowledge system they believe in with full enthusiasm and active actions.The relational construction path emphasizes that the knowledge should be constructed in the process of dialogue and interaction between individuals and others,and the rapid development of education and teaching concepts and practical skills will be realized through the organizational support of professional development community.The normative construction path holds that the institutional system of teachers’ professional development such as professional standards and education and teaching norms,restricts the construction of the practical knowledge of minority kindergarten teachers,and is the "baton" that leads the construction of the practical knowledge.Chapter Five is about the operating mechanism of the generation of the practical knowledge of minority kindergarten teachers.According to the performance of minority kindergarten teachers in the education and teaching field,the practical knowledge can be divided into three manifestations: the belief representations – the professional identity,language representation – the professional self-monologue and the action representations – the scheme of professional practice.The generation of the practical knowledge mainly experiences four stages: germination period,development period,stabilizing period and transformative-change period.In addition,the generation mechanism of the practical knowledge can be understood from the three categories of time and space,individual and society,and stability and transformation.Following the evolution logic of the background,causes,and development of the generation of the practical knowledge to a structured state,the functional mechanism of the practical knowledge is divided into six modules: experience basis,problem situation,external support,reflection and criticism,transformation and sublimation,and independent construction.On the basis of elaborating the main functions of different modules,the interaction relationship is analyzed,and then the theoretical model of the practical knowledge generation mechanism of minority kindergarten teachers is constructed.Chapter Six is about the social support system for the generation of the practical knowledge of minority kindergarten teachers.Since the practical knowledge is constructed in the dynamic field of the interactive relationship between subject activity and environmental support-although the process requires the full display of the subjectivity of teachers,the independent construction of knowledge needs the support of external conditions.In response to the previous disadvantages of scattered social support and lack of integration,it is emphasized that the cultural elements,institutional elements,material elements,and emotional elements should be integrated organically into a social support system with characteristics of the coordination of support policy,the standardization of professional development,the integration of pre-service and post-service,and the precision of resource allocation,thereafter providing a solid guarantee for minority kindergarten teachers to construct the practical knowledge.Based on a precise grasp of the real learning needs of minority kindergarten teachers,considering the development status of rural kindergarten education in ethnic minority areas,the comprehensive and systematic social support system for minority kindergarten teachers to generate the practical knowledge well and quickly is constructed by optimizing and reorganizing existing resources and providing targeted preferential policies.The system focuses on four aspects: perfecting the system design,improving the teaching and research system,integrating the training resources,and strengthening the cooperation between family and kindergarten.