The Current State and Enhancement Strategies of Chinese Excellent Traditional Cultural Literacy among Kindergarten Teachers in Ethnic Minority Areas: An Empirical Study of 350 Teachers in Four Counties and Cities

DOI: https://doi.org/10.62517/jmsd.202412411

Author(s)

Min Zhao1,2,*

Affiliation(s)

1Faculty of Education, Shaanxi Normal University, Xi'an, Shaanxi, China, 2School of Elementary Education, Changji University, Changji, Xinjiang, China *Corresponding Author.

Abstract

This study targets kindergarten teachers in four counties and cities within ethnic minority regions, employing questionnaire surveys and semi-structured interviews to deeply explore their perceptions and practices regarding Chinese excellent traditional cultural literacy. The findings indicate that although the teachers' overall literacy in Chinese traditional culture ranges from intermediate to high levels, notable discrepancies exist between novice and experienced teachers, kindergartens of different operational types, and various ethnic regions. Qualitative interviews revealed teachers' interest in and identification with traditional culture, alongside significant deficiencies in systematic learning, training, and practice. Based on these insights, the study proposes several recommendations, including strategies to enhance teacher training and professional development, optimize educational resources and environmental construction, and promote collaboration between home and community. These measures aim to foster balanced development of teachers' literacy, deepen their understanding of traditional culture, and stimulate both teachers' and young children's interest in and appreciation for Chinese outstanding traditional culture. This study provides essential support for the inheritance and development of Chinese traditional culture.

Keywords

Kindergarten Teachers; Chinese Traditional Culture; Literacy; Empirical Research

References

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