| Rural culture and life are closely concerned with the growth and development of rural children.Education entrusts rural teachers with the "natural duty" of continuing to transform local culture and cultivating "cultural people".Through practical observation and investigation,researchers have found that there is a disconnect between some rural kindergarten teachers’ nursing service practices and rural culture.Cultural response comes from the increasingly prominent social and cultural diversity in the field of education.With the passage of time,cultural response has become a kind of teaching attitude and method,focusing on the design of learning and teaching implementation process,making it more relevant and effective with the cultural background and experience of students,and the scope and object of its application have been expanded.The key to the realization of the value of cultural response is the teacher with the ability to respond to the cultural response.In this study,the rural kindergarten teachers with the ability to respond to the rural cultural background can carry out teaching and implementation based on the rural cultural knowledge system and emotional attitude,and respond to the needs of the rural cultural background in a timely and appropriate way to meet the cultural needs of rural children during their growth.Therefore,based on the culturology theory of cultural response,this study intends to adopt the methods of questionnaire survey and case study.Based on the results of questionnaire survey and case study,it is expected to probe deeply into the current situation and causes of rural kindergarten teachers’ rural cultural response ability from both macro and micro perspectives.In order to improve rural kindergarten teachers’ rural cultural response ability,Promoting the high-quality development of rural preschool education better serves the development of rural children and rural revitalization,and provides theoretical and practical support.Based on the relevant theories and measurement results of cultural response,based on the background of rural culture,combined with the connotation of rural culture and the characteristics of kindergarten education,the questionnaire of rural kindergarten teachers’ rural cultural Response ability was compiled.The questionnaire includes three dimensions: rural culture knowledge,rural culture attitude and Applied in care and education.Corresponding questions are designed to explore the cognitive basis and emotional attitude of rural kindergarten teachers to various types of rural culture,and to explore the appropriate rural cultural elements in the village where the kindergarten is located,and the willingness and ability to properly apply in various types of kindergarten education activities.The questionnaire adopted five-point Likert scoring method.After reliability and validity test,exploratory and confirmatory factor analysis,all the indicators reached a good range,and the internal consistency coefficient of the questionnaire was 0.979,and 41 questions were finally formed.This study adopts the sampling method combining purple-oriented sampling and cluster sampling.Firstly,1,808 teachers from rural kindergartens of different nature in8 counties of Zhejiang Province are selected to send questionnaires to the research objects,and analyzed by using SPSS25.0 and Mplus7.4 software.Based on the questionnaire data,this paper conducts a general survey on the overall status quo of rural cultural response ability of rural kindergarten teachers and the status quo of all dimensions,and the relationship between ability difference and prediction under different variables from the macro level.The results of the questionnaire showed that:(1)the overall score of rural cultural response ability was 4.192,which was above the average.(2)The scores of rural cultural responsiveness are uneven and different among different dimensions.For example,the average score of emotion dimension is4.355,which is higher than that of application dimension 4.319 and cognition dimension 3.809.(3)The internal score of rural cultural responsiveness is uneven in each dimension,with obvious advantages and disadvantages.For example,the mean value of material culture is higher than that of spirit and landscape in each dimension,and the mean value of rural cultural teaching in applied dimension is higher than that of games,life and environmental innovation activities.(4)There is a gap in teachers’ ability score under different variables such as professional development and demographic statistics.Under multiple regression,the existing variables have limited prediction on teachers’ ability to respond to rural culture.The nature of kindergarten,professional title and educational background can significantly predict 16.8% of teachers’ ability.Secondly,the typical rural kindergarten in Y Town,H County,which is located in the representative rural cultural region and has the opportunity to practice rural culture,is selected as the case study object.The teachers in the kindergarten are taken as the unit to issue questionnaires and collect data,and the analysis is carried out by using SPSS25.0 and Nvivo11.0 software.Based on the questionnaire data,the overall status quo of the rural cultural response ability of rural kindergarten teachers and the status quo of each dimension and the difference of the ability under different variables are explained in detail from the micro level.Combined with the coded materials highlighting the typical characteristics of the development of the rural cultural response ability of teachers in the case garden,the internal causes of the overall development level of the rural cultural response ability of teachers in the real cultural context are explained.It also provides reference for the later induction and cultivation suggestions.The results of the rooted cases show that:(1)The overall development of rural cultural responsiveness is moderate due to the formation of rural cultural curriculum mechanism and communication outside the park under the economic and institutional background.(2)The weak and uneven understanding of rural culture is due to the different tendencies in the content structure and arrangement paradigm of teachers’ understanding of rural culture.(3)Rural cultural emotion is relatively good but internally uneven,and the conversion gap between emotion and application dimension is large,which is due to teachers’ value recognition,role positioning and action intention of all kinds of rural culture and activities,and even the deviation of different teachers’ identification of rural culture.(4)The application of rural culture education is relatively basic and uneven,which is due to the difference between the basic organization and deep activities of teachers’ rural culture.(5)The differences in teachers’ abilities under different influencing factors are not significant,which is due to the differences in teachers’ transformation of individual rural cultural curriculum capital.Based on the results of questionnaire survey and case study,this study draws conclusions and discusses and analyzes: The overall development of rural culture response ability of rural kindergarten teachers is good,and there are differences in ability under the influence of different factors.(1)The development of rural culture and education promotion ability is generally good.First,the high-quality rural preschool policy lays the economic and institutional background of cultural response.(2)The ability gap between rural culture’s response to environment,habits and capital is opened.First,environment internalizes teachers’ response habits to rural culture;second,teachers’ individual rural culture responds to capital to be transformed;third,cultural habits and capital interweave to respond to environmental operation.(3)Support and cooperation outside the park affect the effect of teachers’ ability to play,and the implementation of rural cultural response outside the park is not closely connected and the concept planning is different.(1)Rural cultural understanding being unable to support the professional role of cultural inheritance and innovation,the accumulation of knowledge with extreme quantities and qualitative breakthroughs that are needed due to limited channels and sorting out the problems.(5)It is not easy to realize the beautiful vision of carrying on the cultural past and opening up.First,value recognition and role orientation tend to all kinds of rural culture and activity emotion is relatively good but uneven;second,lack of attachment identity triggers the difference of rural culture emotion among different teachers;third,unclear action intention leads to a large gap between rural culture emotion and application transformation.(6)The application of rural response needs to meet the ceaseless and continuous practical needs of culture.First,the application of rural cultural education is relatively homogeneous in content and single in form under the lack of autonomous opportunities.Second,the application of rural cultural education is relatively non-obvious in connotation and insufficient in upgrading under the effectiveness deviation of teaching concept.Based on this,this study puts forward the following suggestions: optimize the overall rural cultural response ability and the development under different factors:(1)firmly implement the direction of rural cultural response;(1)firmly implement the high-quality connotation construction of rural preschool;(2)implement the rural characteristic garden-based cultural curriculum.(2)Construct and operate the rural cultural response environment.First,coordinate the elements to construct the rural cultural response environment of the garden;second,uphold the cultural review to shape the teachers’ habits of rural cultural response;third,empower and motivate the transformation of teachers’ personal rural cultural response capital.(3)Gather and coordinate the rural cultural response of the home,and jointly construct and discuss the implementation of rural cultural response and concept planning outside the garden.Balance the different dimensions and internal development of rural cultural response ability:(1)enrich and optimize rural cultural knowledge,first,enrich teachers’ rural cultural knowledge capital by expanding channels and screening,second,optimize teachers’ rural cultural professional capital by building platforms and innovative forms.(2)Breed and transform the feelings of rural culture response.First,balance all kinds of rural culture and activity emotions of teachers by value recognition and role transformation;second,breed rural culture feelings of registered and resident teachers by cultural attachment and identity;third,define the action intention of teachers’ rural culture by subjective norms and perceptual control.(3)Enriching and elevating the application of rural culture response,first,taking into account the individual and society to achieve the multi-tiered promotion of rural cultural education application,second,the integration of dominant and recessive rural cultural education application of multi-dimensional penetration,third,mobilize the subject and object to achieve the diverse and rich application of rural cultural education. |
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