First, ways to improve the professional quality of rural kindergarten teachers
(1) Strengthen the construction of teachers' morality and improve teachers' personality quality.
Teachers' personality cultivation is a highly unified and concentrated expression of their knowledge, ability, emotion, will and moral sentiment. In order to improve teachers' personality quality, we have carried out lectures, forums and practical activities at different levels and in different forms according to the actual situation of teachers in the experimental park.
1. Provide targeted lectures and forums.
According to the growth needs of teachers in the experimental park, we set up a series of targeted lectures. For example, according to the needs of new teachers, hold a special lecture on "being a teacher with professional ideals" to help new teachers re-understand the responsibilities and contents of their posts and form a sense of professional identity: hold a special lecture on "making education full of vitality" to help mature teachers get out of the job burnout period; According to the needs of teachers' morality construction, famous preschool teachers in Shanghai are invited to make a special report "Walking with Life and Mission", so that teachers can gain insights from the educational thoughts and teaching practices of famous teachers and stimulate their educational enthusiasm and strength.
At the same time, various experimental parks have also opened various forums. According to the growth needs of middle-level cadres, some kindergartens hold online theme forums such as "no small matter in education, no small matter in teachers" and "My opinion on the construction of teachers' morality" every month. Some kindergartens, in combination with Teacher's Day, March 8 Women's Day and other festivals, have launched a theme forum of "Bowing without being seen" to help teachers understand the importance of teachers' etiquette and the seriousness of adhering to professional discipline.
2. Carry out various activities
Around the improvement of the personality quality of rural kindergarten teachers, we have carried out a variety of activities. At the regional level, the No.1 Education Department of Pudong New Area launched the selection activity of "model teachers who love their posts and are dedicated to their work", and a number of teachers' morality models emerged in new rural kindergartens: teachers' morality lectures and forums with the theme of "Love is a department, heart is education" and "dedication of love" were held, which provided a platform for rural teachers to communicate emotionally and exchange ideas. At the kindergarten level, experimental parks have also carried out activities to build teachers' morality. For example, some kindergartens advocate the spirit of "love their posts and dedication", write and exchange "good people and deeds around me" in the form of stories, and tap advanced deeds. Some kindergartens have held speech contests for teachers who love their posts and are dedicated to teaching and educating people, and launched a collection of teachers' moral aphorisms of "Love teachers and be teachers with their souls". In the process of strengthening the construction of teachers' morality, some kindergartens have carried out a series of special activities such as "I bring honor to kindergartens", "Caring for angel wings" and "I am proud, I am a kindergarten teacher". These activities have stimulated teachers' sense of responsibility and professional identity, and become an effective way to improve the overall level of kindergarten teachers' morality.
(2) Pay attention to training and teaching research to improve teachers' knowledge and ability.
Kindergarten teachers' professional knowledge and ability refers to the necessary theoretical knowledge, practical knowledge and practical ability for teachers to engage in preschool education and teaching. We mainly improve the knowledge and ability of rural kindergarten teachers through various training and teaching and research activities, and carry out our work in a planned, targeted and step-by-step manner.
1. regional training to enrich teachers' knowledge of educational theory.
Educational theoretical knowledge is the necessary professional knowledge for every teacher. According to statistics, rural kindergarten teachers generally have the situation that "the number of teachers who receive systematic normal education before service is small, and the knowledge of educational theory is generally lacking". Therefore, we create various learning opportunities for teachers and encourage teachers to actively participate in higher-level normal education and training. Through hard work, many teachers in the experimental park not only obtained junior college and undergraduate degree certificates, but also received systematic education theory knowledge training and mastered the corresponding education theory knowledge. In addition, we also encourage teachers to participate in theoretical training for all kinds of education majors at all levels, such as the "backbone training course for educational research" offered by Pudong Education Development Research Institute, to understand the methods, approaches and strategies for implementing educational research, and to accumulate knowledge and experience for rural kindergartens to carry out practical research.
2. Strengthen the kindergarten-based training of teachers' professional knowledge in education.
The full implementation of the second-phase curriculum reform in Shanghai has broken the traditional educational concepts and teaching methods. Teachers must re-examine the previous views on curriculum and education, and strengthen the study of professional knowledge. To this end, we require each experimental park to formulate a "garden-based training plan" according to the garden situation and actual needs, and carry out teachers' professional knowledge training in a planned and purposeful way to improve teachers' professional knowledge literacy. For example, according to the characteristics of many new teachers and many non-professional teachers in kindergartens, some kindergartens have set up kindergarten-based training groups for the professional development of non-professional teachers, offering special lectures on teachers' manners, plans and records, ideals, beliefs and values, and parental work to improve their professional knowledge. Some kindergartens adopt the form of "telling stories in teaching" in kindergarten-based training, so that teachers can jointly interpret children's behaviors, analyze children's needs and jointly explore educational and teaching strategies, thus improving teachers' ability to interpret and guide children. Some kindergartens carry out high-density and multi-level kindergarten-based training, so that every teacher can receive a certain amount of information and learning content during the training period, helping teachers broaden their thinking and change their educational concepts.
3. Kindergarten-based teaching and research to improve teachers' professional skills.
In order to give full play to the value of kindergarten-based teaching and research in improving teachers' professional skills, we require the experimental park to strengthen kindergarten-based teaching and research, improve the quality of kindergarten-based teaching and research, and organize open kindergarten-based teaching and research activities. In this process, we pay attention to the following three points:
One is to guide teachers to reflect on their teaching behavior. In the long-term practice, kindergarten teachers tend to form a mindset, often do not understand their successful practices and experiences, and cannot summarize and refine them in time. The reasons are: first, the individual teachers have not formed reflective consciousness; second, the collective still lacks reflective atmosphere. Therefore, we organized a seminar on "Reflection-Booster for Teachers' Professional Growth" to make teachers feel the value and strength of reflection through vivid cases. Immediately after this activity, the experimental parks successively carried out "I reflect, I grow", "Reflection+Practice = Growth" and "Have you learned to reflect now? "
The second is to advocate teachers' exchanges and mutual assistance. Teachers generally believe that cooperation and communication between teachers is one of the most effective ways to improve teaching ability. In the survey, we also found that many teachers have encountered some thorny problems in teaching strategies and teaching methods, but they don't know how to solve them. In this regard, we advocate that all experimental parks sort out and summarize the problems encountered by teachers, sort out the problems that teachers are generally confused, and organize all experimental parks to focus on kindergarten-based teaching and research. Combined with the teaching cases and video materials in each park, teachers discuss the best way to solve the problem together.
The third is to provide professional support. Influenced by teachers' employment, assessment, teaching burden and other factors, many rural kindergartens' kindergarten-based teaching and research activities are mostly a mere formality, and collective lesson preparation is even more theoretical. Teachers are busy with teaching business, so it is difficult to find time to study education and teaching theory. Without the guidance of advanced education theory, they can only repeat at the same level. Therefore, we combine the major issues, hot issues and difficult issues in the reform and development of teacher education and basic education, study the objective laws of teachers' growth, and provide professional support for experimental parks and teachers in the form of scientific research results. In addition, we also invite teachers and professionals engaged in pedagogy, psychology, teaching methods and educational research to carry out research and service activities in the experimental park to provide professional support for the teaching and research of the park.
Second, strategies to improve the professional quality of rural kindergarten teachers
Self-help strategy
Self-help strategy means that teachers choose their own learning content according to their own strengths or weaknesses to make up for each other's shortcomings. When using this strategy, pay attention to make the teachers with strong ability "jump" and get greater promotion; Let teachers who lack ability "learn one subject", increase their knowledge and improve their ability. For example, teachers who are good at Chinese teaching in the experimental park will choose the training course of "English-Cai Yun picture book teaching" independently; Teachers who are good at mathematics teaching choose the "Children's Mathematics Practice Research Class" of Li Weiyi Training Center, a special teacher; Teachers who are good at scientific research participate in scientific research training courses at the city and district levels. In view of the weak professional skills of non-normal teachers in rural kindergartens, the Experimental Park has also established "workshops for special teachers", such as Ma Xiaohong Piano Workshop, Zhu Lihua Story Workshop, Cai Cuihua Painting Workshop, Zhang Linqing Dance Workshop and Lu Mei Arrangement Workshop. The establishment of the workshop has built a platform for professional growth for a group of teachers with special skills, and also created learning opportunities for teachers with professional promotion needs. Self-help strategy makes teachers' advantages more prominent and realizes teachers' advantages and disadvantages.
(B) Epiphany strategy
Epiphany strategy refers to the strategy that teachers repeatedly design and organize the same teaching activity, understand the method of activity design in the process of trial and error, and put forward and ask questions, respond and improve. For example, in the teaching and research process of "one lesson, three researches", teachers often revise a lesson plan repeatedly on the basis of practice, scrutinize the formulation of questions repeatedly, and presuppose children's various answers, making this lesson plan a detailed case with standardized words. After "one lesson and three research", teachers often put forward new puzzles and suggestions, and teachers will make further adjustments. After such a process of repeated deliberation, teachers can really develop.
Guiding strategy
Guidance strategies are embodied in two aspects: first, system guidance, that is, relying on the system to maintain the effective operation of various activities, making the system a guarantee for kindergarten development and teacher training. For this reason, we have played down the external pressure management of "administrative instructions, rigid constraints and absolute evaluation" in practice, strengthened the consciousness of "relying on, passing through and achieving the grassroots", and strived to show the characteristics of "respecting differences, guiding incentives and serving support". The second is classified guidance, that is, according to Huberman's division of teachers' career, it is divided into seven periods: entry period, stable period, experiment and divergence period, re-evaluation period, calm and alienation period, conservative complaint period and retirement period, so as to strengthen the guidance for teachers of different ages, types and development stages in the experimental park, so that each teacher can give full play to his advantages.
After more than three years of repeated practice, our exploration has achieved remarkable results, and the quality of teachers in the experimental park has been improved as a whole, mainly in the following aspects: teachers' professional identity has been greatly enhanced, professional attitude has changed greatly, and good moral cultivation and personality accomplishment have been formed; Teachers' professional knowledge and skills have been significantly improved, and they have established professional self-confidence and formed a learning community that supports and learns from each other. The improvement of teachers' professional quality has activated the education and teaching in the experimental park, greatly improved the overall running level of five rural kindergartens and promoted the connotation development of kindergartens.