| Early childhood education is the basic education of life.Modern early childhood education pays more and more attention to the combination of traditional culture education and early childhood education.Kindergarten teachers are the backbone of the implementation of traditional culture education,shouldering the important mission of inheriting and carrying forward the excellent traditional culture of China.Their traditional cultural literacy affects the quality of traditional culture education,and directly affects children’s cultural identity and cultural confidence.Previous studies mainly focused on traditional cultural education and teaching activities in kindergartens,while paid little attention to the traditional cultural literacy of kindergarten teachers.On this basis,this study analyzes the current situation of kindergarten teachers’ traditional cultural literacy,examines the characteristics of teachers’ traditional cultural literacy from the aspects of age,educational background,teaching age,kindergarten nature and class nature.Therefore,the following research questions are determined: Firstly,what is the reality of kindergarten teachers’ traditional cultural literacy?Secondly,do different demographic variables have an impact on the traditional cultural literacy of kindergarten teachers? Thirdly,trying to seek feasible suggestions for improving the traditional cultural literacy of kindergarten teachers,based on the survey results,.In this study,questionnaire survey and interview methods were combined.Kindergarten teachers in Guangdong Province were selected as questionnaire survey subjects,and 7 kindergarten teachers were randomly selected as interview subjects.The survey mainly focused on the understanding,identification and practice of traditional culture,so as to have an in-depth understanding of the current situation of traditional cultural literacy of kindergarten teachers.The main findings are as follows:1.The level of traditional cultural literacy of kindergarten teachers is generally above the average level,which still needs to be further improved.The development level of kindergarten teachers’ traditional cultural literacy in different dimensions is not balanced,and the scores from high to low are traditional culture identification,traditional culture understanding and traditional culture practice.2.Kindergarten teachers’ traditional cultural literacy is significantly different due to their age,educational background,teaching age,kindergarten nature and class nature.The level of traditional cultural literacy of kindergarten teachers over 30 years old is significantly higher than that of kindergarten teachers under 30 years old.The scores of kindergarten teachers with master’s degree or above in the overall status of traditional cultural literacy were higher than those of teachers with bachelor’s degree in high school/technical school/technical school or junior college.The level of traditional cultural literacy of kindergarten teachers with more than 10 years of teaching experience is significantly higher than that of teachers with less than10 years of teaching experience.The traditional cultural literacy of teachers in public kindergartens is slightly higher than that of teachers in private kindergartens in all dimensions,and the average value of the traditional cultural literacy of teachers in public kindergartens is higher than that of teachers in novice private kindergartens in all dimensions.The overall level of traditional cultural literacy of kindergarten teachers in large classes is generally higher than that of kindergarten teachers in small classes,the level of traditional cultural understanding of kindergarten teachers in medium and large classes is significantly higher than that of teachers in small classes,and the level of traditional cultural identification of kindergarten teachers in small,medium and large classes is significantly higher than that of kindergarten teachers in nursery classes.3.Based on the research conclusions,this study puts forward the following suggestions:first,improve the awareness of independent learning of kindergarten teachers and improve their ability to practice traditional culture;Second,optimize the kindergarten this topic discussion,strengthen the experience exchange and cooperation between the kindergartens;Third,strengthen the construction of traditional culture and continuously optimize the construction of training mechanism. |
