The Study On Teacher's Teaching Behavior In Kindergarten With The Approach Of Knowledge

The topic of "teacher" is the inexhaustible source in educational research. Teachers, as inheritors of human culture and civilization, participate directly in educational activities. A kindergarten teacher is one of the most significant others for children, and his/her action exercises constant influence on children. The interaction in kindergarten between teachers and children is a familiar, a familiar scene, behind which exists the significant relationship ignored by researchers. The communication between teachers and children is reached through the familiar symbols known to both of them. Teachers also adopt these symbols to convey their meanings. Such symbols are teacher actions.The nature of human communication is to obtain information through symbols. Kindergarten teacher actions, which have been given a special significance, are the symbols barely identified in the education field. Through meaning conveyed by symbols, teachers keep the children under their control. In the present thesis, teachers' action consists of education behavior and management behavior. In the education field, these behaviors were achieved through the drilling and regulating of rules, the showing of inside knowledge, the arrangement and regulating of inside time and space. Kindergarten teachers control children with many of the regulatory constraints, and the seemingly familiar scene is fraught with the unknown secrets.Teacher action is analyzed as a "whole text", and is not regarded as specific behaviors, with the view of an archeological analysis following the line of cultural knowledge. Culture exists everywhere in the field of education, which includes the freedom of activities for young children who are carriers of cultural heritage .They will naturally break the barrier and achieve cultural transmission. With presenting educational events in kindergarten, the study argues that the teacher actions are resulted from the accumulation of cultural heritage. Teachers are not to blame. People have misread the nature of education during the process of cultural transmission. The lack of "human" in education darkens the education process, which in turn makes teaching action insignificant. In today's society, with the prevalence of pragmatic rationalism, people are considered as a tool to pursue a linear, routine life, regardless of their own existence. The ultimate aim of the research is not to criticize the teacher actions proper, but try to bring to light the crux of the problem during the process of the cultural heritage through the interpretation of teacher actions, to reflect and re-examine the education issues, and to rethink educational practice. This requires continuous experience and training, which is naturally a lengthy process.