[Keywords:] connotation; Characteristics; Unified construction
Kindergarten culture is the integration and crystallization of the value system, code of conduct and materialized environmental characteristics accumulated and created by kindergartens in long-term educational practice and recognized and followed by their members. Generally, it can be divided into three forms: material culture, institutional culture and spiritual culture. Because the institutional culture of kindergarten is not only the external expression of kindergarten spiritual culture, but also the powerful guarantee of kindergarten material culture construction, the institutional culture construction plays a very important role in kindergarten culture.
First, the connotation and characteristics of kindergarten system culture
Kindergarten institutional culture is firstly manifested in various literal rules and regulations, including educational guidelines, policies, laws and regulations promulgated by the state, various articles of association, rules, instructions and requirements formulated by government departments, and a large number of rules and regulations on education, teaching, scientific research, work, study and daily management formulated by kindergartens in light of their own reality. These explicit and materialized rules and regulations are scientific, ideological and educational work rules or codes of action that kindergartens require everyone to abide by, and are important material wealth in kindergarten system culture. Its main functions are: first, the value-oriented function, that is, reasonable rules and regulations have a direct or subtle guiding effect on the political direction, values, ideology and morality, behavior norms and lifestyle choices of kindergarten personnel; The second is the function of code of conduct, that is, reasonable rules and regulations can exert potential psychological pressure and motivation on kindergarten personnel by infiltrating moral requirements and educational will and using special mechanisms such as suggestion, public opinion and conformity, so that they can form standardized behaviors in the process of consciously feeling this influence.
Secondly, the institutional culture of kindergarten is also internalized into individual quality, and it is transformed into "rules and regulations" in terms of individual ideas, moral consciousness, values and implicit. This kind of self-conscious requirement of transforming external requirements into internal needs and individuals conforming to institutional norms is not only the purpose and destination of establishing explicit and materialized rules and regulations, but also conducive to the formation of a good institutional cultural atmosphere in kindergartens. It is an important spiritual wealth of kindergarten. From this, we can think that kindergarten system culture is a materialistic psychological and ideological substance between tangible material culture and intangible spiritual culture, and its basic characteristics are:
1? Unity of compulsion and consciousness
"Mandatory" means that rules and regulations, as the materialized form of kindergarten system culture, not only make the relevant personnel in kindergarten have rules to follow, but also have strong binding force on their behavior, that is, once the rules and regulations are formed, the relevant personnel must strictly abide by them. "Conscious" means that the rules and regulations of kindergartens are not only external requirements, but more importantly, the personnel related to the system in kindergartens should consciously follow such "external requirements" and even become a habit in their own actions, otherwise such requirements will not play their greatest role. In the construction of institutional culture, the compulsion of the system is only a means to achieve our desired conscious and spontaneous goals. Understanding the dialectical unity of compulsion and consciousness of institutional culture is helpful for us to grasp the essence of institutional culture and give full play to the benefits of the system.
2? The Unity of Science and Experience
The establishment of rules and regulations often needs the guidance of scientific theory, so that rules and regulations meet the requirements of instrumental rationality and ensure "scientificity" However, in practice, some kindergarten systems established according to theory do not meet the requirements of practice, while those related to the development and construction of kindergartens are systems on kindergarten management accumulated based on "experience" in long-term work practice. Although it may not fully meet the requirements of scientific norms, it can be accepted and implemented by all. Therefore, the formation of the system not only needs the guidance of theory, but also needs rich and personalized experience in practice. Through continuous induction, summary and popularization, a scientific theory is formed. In this way, the combination of practice and theory makes the institutional culture of kindergarten have the dialectical unity of experience and science.
3? Unity of generality and individuality
The educational policy and all kinds of education-related policies and regulations formulated by the state to standardize the operation and management of kindergartens are the commonness of kindergarten system culture at all levels and are also the norms that kindergartens must abide by. However, in the process of running a school, due to different school conditions, different cultural backgrounds, different teachers, parents and social participants, the common system will be concretized and personalized according to the situation of the kindergarten, or a series of detailed systems suitable for the management characteristics of the kindergarten will be formulated according to their own characteristics. This is the personality characteristic of kindergarten system culture, and it is also the characteristic of kindergarten system culture.
4? Unity of stability and variability
The formation of kindergarten institutional culture is a long-term accumulation process, and it is the result of the joint efforts of all personnel in the historical development of kindergartens. Once this institutional culture is formed, it will affect all the people who work and study here relatively stably. Their recognition of the system enhances the stability of the kindergarten system culture. However, the development of kindergartens is influenced by the politics, economy and culture of the whole society. With the change of society, the institutional culture of kindergartens will also change with the changes of the times. At the same time, because the composition and quality of kindergarten staff are constantly changing, the original system also needs to be adjusted appropriately. The unity of stability and variability is an important guarantee for maintaining the vitality of kindergarten institutional culture in its inheritance and development.
Second, the kindergarten system culture construction
The construction of kindergarten institutional culture requires the correct reflection of the educational principles, policies, laws and regulations of the party and the state, which is the general principle that should be followed in the construction of kindergarten institutional culture. At the same time, the construction of kindergarten institutional culture is a long and complicated process, which requires comprehensive consideration of various factors to form a positive, noble and civilized institutional culture.
1? The construction of kindergarten system culture should reflect the state pursuit of kindergarten development. Every kindergarten manager has a definite goal or an ideal kindergarten model in mind. This yearning for the ideal kindergarten is an understanding of the development state of the kindergarten, and it is also a goal that managers need to cooperate with all kindergarten staff to achieve. Therefore, in a sense, on the one hand, the institutional culture of kindergartens contains the goals that kindergartens hope to achieve, and they reflect the expectations of the proper state of kindergarten development; On the other hand, the purpose of kindergarten institutional culture construction is to realize the proper state of kindergarten development by standardizing, guiding and encouraging the behavior of all kindergarten staff.
2? The construction of kindergarten system culture should be people-oriented. In kindergarten education, teachers are the main body of education, and teachers are living people with their own thoughts and personalities. Therefore, when formulating a series of systems, kindergartens should always consider that the system serves the development of teachers and fully embodies the people-oriented thought. In fact, only by building a people-oriented system can the textual system be internalized into the consensus of all kindergarten staff, become their conscious behavior and habits, maximize the effectiveness of the system, and finally form a real kindergarten system culture. ?
3? The construction of kindergarten system culture should reflect the tradition of the school. Although the development history of each kindergarten is different, in the process of kindergarten development, through the joint efforts of generations of teachers and staff, each kindergarten has formed a certain cultural accumulation and formed a tradition of each kindergarten, which has influenced all the people who are active here. Therefore, when establishing the kindergarten system, we should consider and inherit the tradition of kindergarten. Only in this way can we give full play to the effectiveness of the system and form a good kindergarten cultural system and atmosphere.
4? The construction of kindergarten system culture should reflect the shaping of kindergarten spiritual culture. The core influence of kindergarten development is kindergarten spiritual culture, which is the spiritual pillar and inexhaustible motive force of kindergarten sustainable development. Therefore, the construction of kindergarten system culture focuses on the educational function of the system, so that all kindergarten staff can correctly understand and understand the essence of the kindergarten system in thought, fully reflect the requirements of the system in behavior, and finally serve the shaping of kindergarten spiritual culture.
To sum up, the construction of kindergarten system culture plays an irreplaceable role in the development of kindergartens, and the system itself also contains rich educational significance. A good system is an important educational resource. Therefore, kindergarten managers should give full play to the educational function of institutional culture, create a good humanistic atmosphere in kindergartens by establishing an active, healthy and civilized kindergarten institutional culture, and run a satisfactory preschool education for the people.