The Study Of Kindergarten Teachers In-service Training Under The Perspective Of Interactive Rationality

With the rapid development of society and the advancement of kindergarten teachers reform and development within the scope of the world, the overall quality of the kindergarten teachers, as the key factor affecting the quality of early childhood education, increasingly gets people’s attention. Teachers’ post-service training, as a key force to promote the professional development of the in-service preschool teachers, naturally became a focus in the process of education reform and teachers’ development. However, although the current training has made achievements, it also caused alienation due to the excessive "expansion" of instrumental rationality. As a new concept of rationality blended with instrumental rationality and value rationality, the thought of interactive rationality which seeks the ultimate value advocates the ideas about inter-subjectivity relationship, the effective dialogues and the life world, has integrated points with the ideal pursuit of kindergarten teachers in-service training, and provides a new way to solve the prominent problems during the training. Based on this, this paper mainly takes the philosophical perspective of interactive rationality thought to study the problem of preschool teachers’post-service training. By referring to the theory of idea of kindergarten teachers in-service training under the perspective of interactive rationality, it combines interviews and observation for the deep understanding of the current teacher training practice, analyzes the prominent problems and the reasons existing in the current training, and puts forward corresponding improvement strategies for the further improvement of the training. Therefore, this paper is mainly divided into three parts. Details are as follows:The first section, under the perspective of interactive rationality, is the theoretical structure of kindergarten teacher’s professional post training. This section firstly elaborates and illustrates the origins, connotations and basic claims of interactive rationality thought, and then indicates the applicableness, by elucidating the substance of the theory and idea of kindergarten teacher’s professional post training, between interactive rationality and teacher’s professional training research. On the premise of former research, the paper which starting from the training target, content, implementation and evaluation analyzes the characteristics of the training, these characteristics can be illustrated as following statement:the training should set a target that make teachers understand the meaning of their development, the content of training should relate to their living world, the implementation of training should emphasize the conversation between teachers and other person, materials and themselves, the evaluation of training should pay more attention to self-evaluation, and emphasize the procedure and integrality of teacher’s development.The second section, under the perspective of interactive rationality, is the survey to some questions of kindergarten teacher’s professional post training. It depends on the former theory of first section and combines with interviews and observation of teacher’s training, analyzing the current problems and potential reasons of these. Through researching, it is show four key problems:the training ignores the development of themselves and their spirits; the training lacks understanding of teacher’s requirements and existing experience; the training tends to formalized and superficial interaction; the training evaluation hardly pay attention to the procedural experience during learning. There are three major factors which are trainers, kindergarten teachers, government and educational authorities respectively contributing to these situation.The third part, strategies under the perspective of interactive rationality optimized preschool teacher training. Based on the research results above, the section further proposed the corresponding solution strategies, namely, pay active attention to teachers as a complete human life exists, the diverse needs of comprehensive diagnosis of teacher training, and vigorously strengthen the efficiency of teachers multidimensional dialogue, and actively guide teachers to master the meaning of the construction, improve the training evaluation mechanism industriously.