Case Study On Spiritual Life Of The New-generation Rural Public Kindergarten Teachers In Fujian Province

The spiritual life of rural preschool teachers not only affects themselves,but also their educational objects,even the local villagers.The wide and deep radiation range shows their unique value.In recent years,more and more attention has been paid to the spiritual life of rural teachers.The existing research results also provide us with comprehensive vision.However,in the existing research,the research on the spiritual life of rural preschool teachers for a certain age group is still relatively small,and the living state of the new generation of rural teachers has gradually attracted attention.Therefore,this study attempts to investigate the spiritual life of the new generation of rural public kindergarten teachers in Fujian Province,starting from three aspects of psychological life,cultural life and spiritual life,combined with their material life and social life background,in order to explore the real state of the spiritual life of the new generation of rural public park teachers in Fujian Province.This study adopts the case study which under the qualitative research paradigm,with interview as the main method and observation as the auxiliary method to collect data.In the course of the research,we adopted the principle of purposeful sampling and convenient sampling to visit a rural public kindergarten in the east,west,middle,south and north of Fujian Province,and conducted in-depth interviews with five teachers.It is found that there are different dilemmas in every dimension of the spiritual life of the new generation of rural public kindergarten teachers in Fujian Province.In the aspect of psychological life,the imperfect hardware facilities cause the inconvenience of teachers' work,which makes teachers feel distressed and helpless;the lack of professional communication among colleagues and the unacceptability of their subordinate groups make teachers feel frustrated and isolated;the ratio of teachers to children on site is too low to carry out various activities for teachers This kind of education activities increase obstacles,and is not conducive to the acquisition of knowledge and experience of young children.It is easy to cause teachers to have a sense of professional failure and reduce their sense of self-efficacy.In terms of cultural life,the cultural facilities of the garden house are not in place and do not match the spiritual needs of teachers;the content of cultural activities is boring,and teachers' interest in artistic activities is limited.In the aspect of spiritual life,teachers are lack of professional self-confidence,most of them are survival teachers' professional outlook,and the self-examination of life values is weak.In view of the above difficulties,this study puts forward the corresponding countermeasures.In terms of psychological life,we should pay attention to the material shortage of rural preschool education,implement the sanitation and cleaning work of the kindergarten,promote the transformation of material life to spiritual life;help preschool teachers to seek the fit of psychological life,change the alienation relationship between teachers,and promote professional exchange;improve the situation of teachers and adjust the situation of preschool teachers by increasing the proportion of teachers and children on site and strengthening their professional ability Their psychological cognitive bias.In the aspect of cultural life,we should try our best to transform the garden to provide teachers with the spiritual information they need and establish their spiritual life home.The garden can provide a platform for teachers to show.Teachers should also actively enrich their own cultural activities and jointly promote the construction of teachers' cultural life.In the aspect of spiritual life,we should provide spiritual value guidance,help teachers establish professional self-confidence,promote the transformation of teachers' professional values,guide teachers to actively pursue the value of life,cultivate their reflective ability,and then promote them to transfer their reflective ability to their educational practice.