Research On The Application Of Rural Kindergarten Teachers’ Local Knowledge ——Guizhou Province As An Example

Local culture is the spiritual pillar of rural revitalization and an important way to achieve the goal of rural revitalization.With the rise of urban culture,the local culture has been severely impacted,and the revitalization of local culture has received widespread attention.As an important source of local culture,local knowledge has entered people’s field of vision.In addition,culture and education are closely linked,and education has the function of cultural dissemination.As the main body of education,rural teachers should undertake the heavy responsibility of cultural dissemination.In the "Strategic Plan for Rural Revitalization（2018-2022）" and "Guiding Opinions on Strengthening and Improving Rural Governance",it is clearly pointed out that rural teachers play an important role in the dissemination of rural culture and rural governance.application is very necessary.From the educational stage,preschool education is the foundation of cultural education,and rural preschool teachers’ mastery of local knowledge is conducive to consolidating the foundation of local culture.From the perspective of children’s learning methods,children mainly focus on experience learning.They are familiar with the environment that they get along with day and night,and the most abundant knowledge accumulated is local knowledge,which requires rural preschool teachers to master and apply local knowledge.However,most of the current rural preschool teachers are young blood,who grew up in the urban education system,and are full of desire and favor for urban culture.Under the impact of the Internet and new media,they have a special interest in urban culture.Complex,rural preschool teachers have insufficient awareness of the inheritance and development of local culture,so they should pay attention to it,improve their understanding and mastery of local cultural knowledge,and then promote local cultural self-confidence.Then,the development of rural preschool teachers’ local knowledge,their attitude towards local knowledge,and how to apply local knowledge have become the objects that the author needs to discuss.Based on this,the author uses the literature method,the questionnaire method,the interview method and the observation method to study the current situation of rural preschool teachers’ application of local knowledge.Through the literature method,we will sort out the literature about the development of teachers’ knowledge and local knowledge by domestic and foreign scholars,understand the research trends of local knowledge,and build the local knowledge of rural preschool teachers.Through the questionnaire,we can understand the current situation of rural preschool teachers’ application of local knowledge in kindergartens.The application of rural preschool teachers’ local knowledge includes five dimensions: the cognition of rural preschool teachers’ value of local knowledge application,their attitude towards local knowledge application,the way of local knowledge application,the difficulty of local knowledge application,and the effect of local knowledge application.The survey selected rural preschool teachers in Kaili City,Duyun City,Zunyi City,and Bijie City in Guizhou Province as the research objects,taking into account the distribution of age,teaching age,education,birthplace,etc.Demographic differences were also analyzed.Combining the interview method and observation method,we go deep into the field of rural preschool teachers’ application of local knowledge to understand the actual situation of rural preschool teachers’ application of local knowledge.By sorting out and analyzing the collected data,the author found that rural preschool teachers have the following problems in the application of rural knowledge: first,lack of understanding of the application value of rural knowledge;second,lack of initiative in the application of rural knowledge;third,rural knowledge application practice The scientific nature is insufficient;fourth,the research capacity of local knowledge is limited.According to the above questionnaires,observations and interviews,it is found that the problems existing in the application of local knowledge by rural preschool teachers are related to the government,kindergartens,preschool teachers themselves and social atmosphere.Based on this,suggestions for optimizing the application of rural preschool teachers’ local knowledge are put forward: firstly,take the government as the guide to improve the development policies and training of rural teachers;secondly,use kindergartens as the main force to stimulate the vitality of the application of local knowledge;thirdly,use the society as the link to optimize the The first is to support the environment;the fourth is to take teachers as the core to enhance the internal driving force for the application of local knowledge.In this way,a four-in-one rural preschool teacher growth mechanism of "government-kindergarten-society-teacher" is established,and is committed to improving the application ability and cultural awareness of rural preschool teachers’ local knowledge.