The Current Situation Evaluation And Improvement Path Of Kindergarten Teachers' Aesthetic Reading Teaching Ability

In order to investigate the current status and characteristics of the teaching aesthetic reading ability of kindergarten teachers in city S,and the study is based on literature,which has contained Art Education Theory,Dialogue Education Theory,Constructive Theory,and other relative theories.The evaluation tool is first draft,which is established on three main elements: “Aesthetic Elements and Comprehension","Aesthetic Experience and Implementation Capability",“Aesthetic Interpretation and Dialogue Ability”,by using interview,observation,and other methods to measure the ability of teaching aesthetic reading.After Delphi expert interviews and exploratory factor analysis test,the tool will be the second Edition.The samples are the teaching activities of 100 kindergarten teachers in ctiy S,and through the statistical analysis,current situation and influencing factors,and quantitative analysis we can see that the teachers are in the middle level of the three main competences.“Aesthetic Elements and Comprehension " got relatively higher score compared to the other two competences.In the meanwhile through one-way ANOVA,we know that teaching age,professional title,level of kindergarten,educational background and other factors are differences in teaching aesthetic reading ability,but it is not a simple linear relationship.Based on the results of quantitative research,teaching ability can be summarized as different levels which are shown in relative different performance:(1)in “Aesthetic Elements and Comprehension",it is“Connotation-driven” and “Task-driven”(2)in “Aesthetic Experience and Implementation Capability”,it is “Properly arranged” and “Form-binding”(3)in“Aesthetic Interpretation and Dialogue Ability”,it is “Multi-dimensional divergence”and “Single-dimension Orientation”.In addition,the study discusses and considers the possibility factors which were influenced the ability of teachers' aesthetic reading teaching through in-depth interviews with high and low level teachers.It is found that in terms of external factors,the ability is influenced by factors such as utilitarian education concept,lackof humanistic environment and restrained autonomy;in internal factors,ability is affected by literacy,knowledge structure and practical vacancies.Conclusion,the research results based on the results of quantitative and qualitative research,linking internal and external forces to think about the path of scientific and effective improvement: in the external environment,firstly,establish the concept of aesthetic education,and secondly,build a good human environment.Finally,empowering teachers to provide a good environment for the development of kindergarten teachers' aesthetic reading teaching ability;on the other hand,the Research provides a sustainable growth force for the development of kindergarten teachers' aesthetic reading teaching ability from the perspective of independent development.First of all,teachers are need to realize the cultivation of teaching Aesthetic Reading ability by contrasting aesthetic view with practice,and accumulated study of theoretical of aesthetic knowledge.The last but not the least,kindergarten teachers should be encouraged to be diligent in teaching practice;therefore they can achieve artistic development of teaching aesthetic reading ability.