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Article Navigation >  Journal of Modern Education  > 2023  >  (5): 34-50
PENG Qian, LIANG Yulan, ZHANG Limin. Research on Kindergarten Teachers' Chinese Traditional Cultural Literacy and Traditional Cultural Curriculum Development Ability: the Mediated Role of Curriculum Participation[J]. Journal of Modern Education, 2023, (5): 34-50.
Citation: PENG Qian, LIANG Yulan, ZHANG Limin. Research on Kindergarten Teachers' Chinese Traditional Cultural Literacy and Traditional Cultural Curriculum Development Ability: the Mediated Role of Curriculum Participation[J]. Journal of Modern Education, 2023, (5): 34-50.
shu

Research on Kindergarten Teachers' Chinese Traditional Cultural Literacy and Traditional Cultural Curriculum Development Ability: the Mediated Role of Curriculum Participation

  • 1.

    School of Education, South China Normal University, GuangZhou 510631, China

  • 2.

    School of Education, Guangzhou University, GuangZhou 510006, China

  • Received Date: 2023-07-18
    Available Online: 2023-11-06
  • Publish Date: 2023-09-25
    Abstract
  • Strengthening the construction of Chinese excellent traditional culture curriculum in kindergartens is the only way to lay the foundation of young children's cultural confidence in kindergarten education. How to improve the quality of kindergarten traditional culture curriculum development? As the agency of kindergarten-based curriculum development, kindergarten teachers' ability of curriculum development is very important. Some studies have emphasized that the traditional cultural literacy and curriculum participation of primary and secondary school teachers affect their curriculum development ability, but the relationship and the influence path of the three have not been clarified. In this study, 5, 114 kindergarten teachers in Guangdong province were surveyed by the snowball sampling. The results showed that kindergarten teachers' traditional cultural accomplishment, traditional culture curriculum participation and the ability of traditional cultural curriculum development were of medium level, and increase with age, teaching age, teaching years, educational level, title, position and kindergarten's level. Teachers working in city and public kindergarten scored higher than those working in village and private kindergarten. The traditional cultural literacy and curriculum participation of kindergarten teachers can significantly predict their cultural curriculum development ability, with curriculum participation playing a mediated role between traditional cultural literacy and traditional cultural curriculum development ability. In view of the research results, the following suggestions are put forward: to empower teachers to deeply involve in curriculum development through cooperative and reflective teaching practice, it is necessary to give full play to the role of professional learning community to promote teachers' professional learning based on traditional culture curriculum.

     

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