Academic journal article Canadian Social Science

Researches on China Preschool Education Teachers' Participatory Training Mode

Academic journal article Canadian Social Science

Researches on China Preschool Education Teachers' Participatory Training Mode

Article excerpt


As the concept of participatory training has been disseminated to pedagogy area, traditional preschool teacher training continuously conflicts with such training of modern mode. In China, in the field of preschool education, participatory training for teachers has been established gradually. This mode is centered on group dynamics to form a constant group dynamics system under the interactive checks and balances of three mechanisms of driving force: the driving force, the cohesive force and the binding force. This thesis mainly elaborates the basic key elements of group structure on the basis of the participatory training mode's dynamics structure and operation mechanism, and in detail analyzes the main guarantee conditions for healthy operation of the participatory training mode.

Key words: Pre-school education; Participatory training; Dynamic structure; Basic elements


As a practical philosophy, the concept of "participation" originates in the 1940s, and in the subsequent twenty years, it gradually evolves into the "participatory approach" with practical significance (Chen, 2003, p.141). From the main concern of community development at first, it has extended to anthropology, sociology, psychology and other disciplines at present. In the education field, since Freire in his famous book "the pedagogy of the oppressed" puts forward "dialogue teaching" and "action related study", the basic concepts of advocating the individual to actively participate in education process, gradually forms and establishes. In recent years, the participatory concept and method gradually combines with teacher training tightly, especially since Chinese Ministry of education, the Ministry of Finance in 2011 September launches the "kindergarten training plan at national level" (referred to as the "national training plan"). Therefore, how to bring the "Participatory" effectively into the training plan has become the key discussion topic of Chinese preschool education.

For a long time, preschool teachers' training is always highly valued by Chinese government. However, problems of participants' weak active learning consciousness, loose class structure, lack of constraint system have long plagued the teachers' training work of preschool education. To investigate its germ, problems of lack of training multi-dimensional interaction, ignoring participants' self needs and desire to leam, are the main causes. With the rapid development of Chinese preschool education in recent years, the participants' subject demand is valued never before, especially since the implementation of "national training plan", situation of preschool teachers training insufficient stamina has been effectively eased, and initial long-term mechanism for sustainable development comes into being, an efficient, scientific, standardized participatory training mode gradually forms, which plays a key role in improving the comprehensive quality of teachers' training. This paper focuses on experience in the implementation process of Chinese "Middle West backbone teachers and kindergarten teacher training project"1, discusses construct and implementation of participatory training mode, in order to provide reference to improve effectiveness for preschool teacher training.


Process for preschool teachers' training is a mutual communication, exchange, sharing and collaboration learning group formed by both training sides' teaching and learning relationship based on the common training task, and also by work sites as the main material media and cultural atmosphere as the carrier of the spirit media. This group under the lead of the common training target forms a relatively stable dynamic structure (Figure 1).

This structure is centered by group dynamics formed in both sides' training process, and forms the core layer with structural driving force, cohesive force and binding force. …

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