As teachers, we should know exactly what kind of education is a good preschool education and what kind of education is a high-quality preschool education. Early childhood education has always existed in the preparatory stage of primary schools. In order to keep their children from losing at the starting line, some parents believe in the educational concept of "starting early, the sooner the better" and require kindergartens to teach their children literacy, pinyin, writing and calculation. It is even required to instill the contents of primary school textbooks into children in advance. In order to cater to parents' psychology, some kindergartens pay too much attention to children's knowledge and skills, while ignoring the cultivation of children's emotions, attitudes, abilities, habits and interests. This kind of early childhood education deprives children of childlike innocence and the right to play games, and makes them lose their pure and brilliant childhood life. In fact, the purpose of early childhood education is not to cultivate child prodigies, but to cultivate children with flexible mind, good health, cheerful personality, excellent quality and sound personality. High-quality preschool education should make everyone's potential fully developed, so that children can do things independently, live a confident life, and experience that learning in kindergarten is a happy thing. Let children feel that the process of learning is to catch up with beautiful butterflies, not wasps that may sting at any time. In this underdeveloped area in the west, although the tendency of primary school education has changed, it still exists. Teachers and parents need to continue to change the concept of education, establish a correct concept of educational purpose, and give children a healthy and happy childhood.

Second, choose flexible and diverse teaching methods.

The traditional teaching method is based on the teacher's explanation, and the teacher lacks teaching AIDS, patterns and colors, vivid games and dry preaching. In class, teachers always ask children to "put their little hands on their calves", "sit still behind their little hands" and so on. Children can only passively accept the teacher's indoctrination. The new "Outline" points out: "Kindergartens should take games as basic activities" and "educate in life and games". It is necessary to change the traditional indoctrination education, adopt flexible and diverse teaching methods, pay attention to educating children in games and life, and use various teaching organizations such as groups, groups and individuals to win the support and cooperation of families and communities, so that children can actively develop in lively activities. Children should be allowed to choose the content and methods of their own activities, choose their partners freely, have their own opinions, mobilize their initiative and enthusiasm in learning, and let them truly become the masters of learning. As a kindergarten teacher, we should clearly realize that a child is not a container to be filled, but a torch to be lit.

Third, form a cooperative inquiry relationship between teachers and students.

In traditional ideas, teachers are always the embodiment of authority, and teachers are always right. The traditional relationship between teachers and children is: I say you listen, I teach you to learn, and I ask you to do it. In the interaction between teachers and children, because teachers position themselves more as managers and controllers, in many cases, children are not allowed to initiate interactive signals first. For example, in collective education activities, children should be quiet first, instead of interacting with teachers. For another example, many teachers are more concerned about "whether there is an accident in class" and "whether there is negative behavior". As for what the child is doing, or what special needs the child has psychologically and emotionally, the teacher doesn't care; In the interaction between teachers and children, children position themselves as submissive in the interaction, and there are more elements to obey and obey, such as "having a good talk with adults" and "applying to the teacher if you want to do anything". Teachers do not regard children as equal individuals, and there is a lack of emotional communication and interaction between teachers and students. The new syllabus points out: "Teachers should be supporters, cooperators and guides of children's learning activities", and teachers and children should form a "cooperative inquiry-based teacher-child interaction" relationship. Therefore, the relationship between teachers and children is equal, and teachers should respect and trust children. Teachers are children's partners, playmates, and people who study and grow together with children. In one day's life in kindergarten, asking teachers to "squat down and talk, hold up communication and hold hands in education" is to advocate democratic and equal dialogue between teachers and students. Due to the deep-rooted traditional thought of teachers' dignity and the backward concept of preschool teachers in this respect, it will take some time to truly form the cooperative inquiry interaction between teachers and children.

Fourth, give the teacher the magic of love.

German scholar Sprenger once compared "love" to the "root" of education. In children's education, "love of education" constantly nourishes the "big tree" of children's education and provides all kinds of necessary "nutrition" for its vigorous growth. For example, educational love can meet the needs of children's love and endow teachers with magical "magic power", which is an inexhaustible source of educational wisdom. It is the love of education that endows teachers with magical power, enabling them to "turn decadent into magic", "turn negative into positive" and "turn impossible into possible".

There are no children with poor education. Sometimes, love for children is the best way to educate. Children care about teachers' attitudes, whether naughty or introverted. Sometimes, a teacher's smile, a hug or even an approving look, touching his little head, pulling his little hand and talking to him will make children excited and often receive unexpected educational effects. As the old saying goes, if you are a teacher, you will believe in it. As a kindergarten teacher, don't be stingy with your love, because when you give your child love, the child will repay you with the same love. Teachers should regard children as their intimate friends, tolerate their shortcomings, respect their right to speak, control their emotions, convince people with reason, move people with emotion, always smile at each child and love each child. Someone once said: A teacher's love is not as high as a tree, and there is no fragrance of flowers, but with the mind of the sea, the backbone of the mountain, an encouraging look, a word of appreciation and a warm smile, it is possible to change a child.

At the same time, teachers should expect every child, and teachers should believe that every child has a bright spark and is a useful material. Every child has advantages and disadvantages. There is no question of who is smart and who is not smart in kindergarten, and there is no question of how smart the children are, only where the children are smart. There is no distinction between "stupid children" and "bad children" in kindergartens. Every child is unique and excellent. As a teacher, we should be good at discovering children's strengths and highlights, inspiring them, encouraging them to enhance their self-confidence and make progress in weak places. The "Rosenthal effect" proves the important role of expectation in people, that is, "if you treat the average student as a genius, he will really become a genius."

Five, have the ability to learn and reflect.

Every teacher should be curious about knowledge. Modern society is changing with each passing day, and all kinds of new knowledge and skills are in and out of poverty. The era of acquiring knowledge once and for all has passed. In a learning society, the survival of kindergarten teachers is also an endless process of promotion and learning. In the new era, teachers are required to become researchers and scholars, not just teachers. If we still use outdated knowledge and methods to educate and manage people, it will certainly mislead people's children. In addition, children have a wide range of interests and strong curiosity, which requires teachers to respond quickly to children's needs, satisfy children's curiosity in time, maintain children's interest in exploring surrounding things and environment, and guide children to correctly understand surrounding things. If the teacher doesn't understand the child's questions, it will also damage the image of the teacher in the child's mind. The teacher should give the children a bowl of water. For them, a bucket of water is not enough. They should be a trickle. Therefore, teachers should have a sense of urgency to update their knowledge and spend a little time studying.

Teachers should learn to reflect. Reflective teaching is an important way for teachers' professional growth. Through children's reaction and performance in activities, teachers can analyze whether the choice of topics meets children's interests and needs, whether the determined educational objectives, educational contents and teaching materials are appropriate, and whether the organizational form of education and the guidance of teachers help children actively participate in activities and gain knowledge and experience. All these require teachers to reflect. The process of teachers' reflection is the process of teachers' self-learning and self-improvement. Posner once pointed out that if a teacher is only satisfied with gaining experience and does not think deeply, then even if he has "20 years of teaching experience, it may only be 20 repetitions of his work in a year." He put forward a simple teacher growth formula: experience+reflection = growth. Because teachers are immersed in organizing teaching, writing plans, writing summaries and preparing teaching plans. I seldom raise my head all day to learn advanced educational concepts and methods, so I lack the concept and ability of self-learning and reflection, which is not conducive to teachers' professional growth.

In short, preschool teachers should take the new syllabus as the general purpose and promote the lifelong development of children as the goal, strengthen their own learning and reflection, and constantly improve their teaching ability to truly become a qualified preschool teacher.