No matter in school or in society, everyone will often come into contact with papers, which are articles to discuss or study a certain problem. I believe many friends are very upset about writing papers. The following are my thoughts on the feminization of preschool teachers. Welcome to read, I hope you will like it.
abstract
With the rapid development of preschool education, the gender of preschool teachers has become one of the most controversial issues. Based on the particularity of preschool education, this paper thinks about the common phenomenon of feminization of preschool teachers.
key word
Early childhood education; Feminization; Maternal care
First, the status quo of feminization of preschool teachers
For a long time, female teachers have become the main force of preschool education with absolute quantitative advantages. Preschool education is almost unique to women, and male teachers in kindergartens are rare. According to the survey report published by China Education News in 2005, the male-female ratio of preschool teachers in China is 0.3: 9.7, and even in Shenzhen, where preschool education is the most developed in China, the male-female ratio is only 0.04: 0.96. This shows that today, the gender of preschool teachers is still female. According to the 2008 Education Statistics Yearbook, the proportion of female faculty members in undergraduate colleges, ordinary high schools, ordinary primary schools and kindergartens is 44. 1%, 45.46%, 54.64% and 92.67% respectively. UNESCO's Global Monitoring Report on Education for All in 20 12: The world average of female teachers in preschool education in 20 12 was 94%. Therefore, the feminization of preschool teachers is a common phenomenon. At the moment of the development of preschool education in China, the serious imbalance between male and female preschool teachers has aroused great concern of many scholars and shown many concerns.
Second, the current concern about the feminization of preschool teachers
Due to the disparity in the number of male and female preschool teachers, it has aroused widespread concern in society and some concerns have emerged. As early as 1996, Jing Jianhua pointed out in the article "Feminization of Teachers' Gender Composition and Its Negative Effects on Students' Psychological Development" that the feminization of teachers' gender composition will adversely affect the development of students' interpersonal communication and behavior, the development of students' knowledge, and most importantly, the formation of students' gender roles. Since then, research in this field has sprung up like mushrooms after rain. For example, on 20 12, Jiang Xia pointed out in "Suitability of Women's Organizations to Kindergartens and Its Construction Strategies" that the characteristics of the organization scale, members and tasks of kindergartens determine that kindergartens are more suitable for adopting women's organizations; 20 13 Li Xiumin's "Analysis of the Present Situation and Possibility of the Gender Structure of Preschool Teachers" puts forward "Does the female-led preschool teachers determine the feminization of boys?" problem The feminization of preschool teachers has gradually evolved into a problem to be discussed. At the same time, based on the traditional gender stereotype, it is believed that the flexible education implemented by female teachers will cause children's "half-face personality", and it is concluded that female education conflicts with bisexual personality needs. At the same time, according to the traditional mindset that "women are feminine and men are masculine", it is considered that male teachers and female teachers correspond to masculine education and flexible education respectively. Flexible education is too feminine, which will make children lack masculine male personality factors in the process of growth. Therefore, people began to worry that there are only simple female teachers in kindergartens, which will make children's behaviors and living habits tend to be feminine, and this tendency will make children's thinking show conservatism, singleness and lack of creativity. Too feminine children will inevitably lead to poor independence, fragility and sensitivity, and lack of adventurous spirit. In the process of interpersonal communication, children also show timidity, shyness and fragility, which makes masculinity disappear from boys. There are also many scholars who believe that putting children in an environment that is extremely short of male teachers will have a negative impact on their learning atmosphere and learning efficiency. Whether the feminization of preschool teachers will lead to the feminization tendency of preschool children will put female preschool teachers in a very embarrassing situation. More importantly, whether discussing the feminization of preschool teachers from the perspective of gender equality or reflecting from the standpoint of preschool education may be the basic premise of reflecting on this issue.
Third, reflect on the feminization of preschool teachers.
1, women's natural maternal care is more conducive to children's acceptance of kindergarten.
Motherhood is the instinctive love for children embodied in the mother, and this instinctive love is caring. The maternal care of female teachers can make up for the loss of children leaving home. "Female teachers are individuals with maternal colors. In the interaction with children, she naturally establishes a migratory mother-child relationship with children, which often translates into care and understanding, so a female teacher can also play the dual role of teacher and mother. " Children suddenly enter the school from a family full of care and habits. Facing an unfamiliar and fearful environment, the school has no parents or other familiar faces, which makes the children enter an emotionally fractured environment. Female preschool teachers can see the inner world of children and listen to their confidences in a way that can make them feel warm. It is a favorable condition for women to rely on their own motherhood to implement this concern. Many times, kindergarten teachers actually play the role of "mother", to take care of and educate children, and to teach them behavior norms seems to be the innate nature and ability of women.
2. Flexible education for women can better meet children's emotional needs.
Preschool stage is a period when children grow up and learn very quickly. Montessori said, "There is a' sensitive period' in the process of children's psychological development, and clearly pointed out that the' sensitive period' in the process of children's psychological development means that children will show their hobbies and special interests in something at different stages of development. In this sensitive period, children are full of strong interest in learning all kinds of things and knowledge, so learning is particularly easy. This time is the best time for education. " During this period, children are highly malleable, and this over-conversion depends largely on imitation, especially the imitation of teachers with whom children have the most daily contact. Both appearance and spirit are easily imitated by children, and the performance of teachers will directly affect the performance of students. The teacher's every move has a very important influence on children. Therefore, preschool teachers should not only have the mind of "truth, goodness and beauty" and elegant actions, but also have the spirit of sincerity, optimism, kindness and dedication. The flexible beauty of female teachers is precisely the combination of "truth, goodness and beauty", and these qualities are vividly reflected in women, which cannot be replaced by male teachers. Women's education is warm, which can give children care and love, and children can study and live happily in such a warm and safe atmosphere. In early childhood, the interaction of "homogeneous group" of preschool teachers with female teachers as the main body can better explore the best development mechanism of this group's self-improvement. At the same time, kindergarten teachers bear the dual responsibilities of care and education, and the gentle and delicate quality of women can better complete the task of caring for children.
3. Women's thinking and children's thinking can better fit.
The main feature of children's thinking is concrete visualization. Children mainly rely on the concrete image of things to think, that is to say, children can only think about things according to their superficial phenomena. According to Piaget's research, the thinking of children aged 3-6 is in the pre-calculation stage. At this stage, children can only grasp the world through appearances, but can't think according to the essential characteristics or internal relations of things. Obviously, children's thinking and women's perceptual thinking have a point of convergence. Generally speaking, female teachers are more likely to accept the child-centered educational concept and are good at using intuition; Female teachers are educated and can organize "warm" classes; They show more patience with children, prefer to ask questions and talk, and like to use appreciative sentences. They are willing to provide correct answers when children can't answer or can't answer, and they are more willing to think for their children. The perceptual thinking of female teachers makes them have strong affinity and interesting groups, and makes children feel trustworthy. Music groups can make female teachers have fraternity feelings, and women are more likely to integrate this feeling into teaching activities. Moreover, women's sensibility makes them get rid of the utilitarianism of education, stimulates greater enthusiasm for work, makes education easy to enter life, and has higher teaching effect.
4. Kindergarten teachers are more suitable for feminine professional attributes.
Kindergarten's organizational structure is relatively simple, with less internal affairs, which is more suitable for decentralization and allows teachers to enjoy information and resources. Therefore, feminine organizations are more suitable for kindergartens. As far as kindergarten teachers are concerned, their work characteristics are more in line with the feminine organizational structure, and their children's work is very specific and meticulous in teaching activities. Women are more sensitive than men, pay more attention to details, and can quickly detect and respond to subtle changes in the surrounding environment. The process and effect of education include the long-term, repetitive and immature goals, especially the work of early childhood education is more arduous than other educational tasks, which requires participants in educational activities to have lasting endurance, patience and rich emotions. There is no doubt that the physiological and psychological characteristics of women have obvious correspondence with the requirements of this role. Compared with male teachers, female teachers' unique sensitive and delicate feelings and maternal characteristics make them better able to understand children's language and behavior and enter their inner world more easily. In front of young children, they are friendly and beautiful intimate sisters and mothers who take care of themselves. Because women are gentle and calm, preschool education is more suitable for women. To sum up, it is not only necessary but also important for women to shoulder the heavy responsibility of preschool education. At the same time, the thinking and research on early childhood education should be based on the particularity and characteristics of early childhood education and help early childhood education return to education itself.
References:
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[3] Jing Jianhua. Feminization of teachers' gender composition and its negative influence on students' psychological development [J]. Educational Theory and Practice, 1996, (4):36.
[4] Fu Songtao. On the Feminization of Teachers [J]. Education Review, 1997, (5):22-24.
[5] Li. Reflections on the feminization of primary school teachers in China [J]. Basic Education, 2004, (6): 106- 108.
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