Study Of Kindergarten-based Teaching Research Community’s Construction

Kindergarten-based teaching research can promote teachers’profession development and play an important role on enhancing teaching quality and promoting children’s development. However, kindergarten-based teaching research community has not been well established recently, because there are some misunderstandings and defects existing in the kindergarten-based teaching research. Therefore, the study tries to reveal the problems in the construction of kindergarten-based teaching research community on the basis of status quo of kindergarten-based teaching research,and to provide some useful references for its implementation.This study takes some public kindergarten teachers in Qingdao as the objects, compiles an interview outline through observation and pre-interview, and then conducts a deep interview among14kindergarten teachers choosen randomly from5kindergartens. Materials about kindergarten-based teaching research are also collceted for reference.The study results are as follows:The kindergarten teachers’subjectivity was neglected; the kindergarten teachers have little enthusiasm over participating the teaching research; cooperation of participants needs to be strengthened; there is a lack of reproduction and circulation of participants’knowledge and role in the organization; kindergarten-based teaching research community is short of support from outside of the organization.Factors that affect the construction of kindergarten-based teaching research community include: kindergarten principals’understanding on the kindergarten-based teaching research; the construction of community culture in the kindergarten-based teaching research; experts’leading of the kindergarten-based teaching research; the exertion of teachers’ subjectivity.Constructing a good kindergarten-based teaching research community with the subject of share and cooperation and creating a relaxed atmosphere of teaching research can enhance the enthusiasm and effectiveness of teachers who participate in the teaching research, help participants construct creative knowledge and become research teachers, and promote teachers’profession development. Based on this, some proposal for constructing kindergarten-based teaching research community has been put forward.