Teachers are teachers and useful friends who impart knowledge and skills to students, carry out ideological and moral education and cultivate mental health. To be a qualified teacher, we must have three conditions, namely, teachers' morality, teachers' wisdom and teachers' ability. Teachers' morality mainly refers to noble character and personality, high sense of responsibility and enterprising spirit; Teachers' wisdom mainly refers to extensive knowledge, exquisite business and agile thinking; Teachers' ability mainly refers to the expressive ability, organizational ability, innovative ability and scientific teaching methods that can be competent for teachers' work. Teachers' morality and personality play a decisive role in achieving good educational and teaching results. Teachers' morality and personality are more important to preschool teachers. Early childhood education is an education to prepare for a person's learning and development, and it is an education to lay a good foundation for lifelong learning and development. We have all studied infant psychology, and know that the critical period for the development of various abilities and non-intellectual psychological qualities in a person's life is mostly in early childhood. For example, about 3 years old is a critical period for children to be self-disciplined, to establish awareness of rules, to develop practical ability, to establish independence, to develop attention, spatial perception, musical ability and observation ability. About 4 years old is a critical period for children to have a direct interest in learning knowledge, and it is also a critical period for children to start learning foreign languages. About 5 years old is a critical period for children to master the concept of numbers and form comprehensive mathematical ability, as well as the formation period of language and abstract logical thinking, as well as the formation period of learning mentality and learning habits. About 6 years old is a critical period for the development of children's social organization ability, creativity and operation ability. This is also inseparable from the physiological characteristics of young children. 1-6 years old is a period of rapid growth and development of the human brain. This shows that as a kindergarten teacher, there is a long way to go. Preschool education is not dispensable, and the work we face is sacred. So, how can we be a qualified kindergarten teacher? We need to establish a good concept of early childhood education. First, establishing good ideas is the soul of teachers, which directly affects teachers' educational behavior, and then affects children's learning and long-term development. (a), establish a correct view of children 1, children are independent people. Children's legitimate rights and interests, personality and basic needs should be respected and met. Children, like adults, are individuals with independent personalities, and their needs should be respected and met. Children's human rights are survival and development. Therefore, the attitude and way of communication between teachers and children should make children feel safe, stress-free and valued, and let children feel the love and respect of teachers. In kindergarten, teachers must not corporal punishment or corporal punishment in disguised form. The starting point of kindergarten work is to carry out various activities on the premise of ensuring safety. For example, when the teacher talks to the child, he leans down with a smile and looks at the child. They will have a sense of security, and they will feel and experience love and respect from the teacher's eyes, expressions, words and behaviors. The teacher is very amiable and thus encouraged and satisfied. Children are active learners, and when they grow up, they will live independently. Children are born to be active individuals, with vitality, growth, the ability to distinguish and choose external stimuli, and the ability to learn. They are active explorers of the environment. "Childhood (from birth to seven years old) is the most important period in life, which will determine the child's character and character; People's life habits, knowledge and skills, words, thoughts, attitudes and emotions should all lay the foundation in this period. This period is the fastest time to develop intelligence and learn language, and it is also the easiest time to develop moral habits (that is, the best period). Children are born with the ability to learn actively. Children come from different families and live in different environments. Their original cognitive structure and experience level are different. The same thing or phenomenon will have different meanings for different children. Teachers should regard children as active learners and allow them to learn according to their own needs and interests. Teachers should understand children's needs and interests, become children's playmates in activities, play with children, observe children, find children, help children, and let children find and solve problems themselves. Maximize children's interest, meet their needs, further gain experience and improve their original level. Let's go out of the traditional "teaching children to learn", adapt children's "learning" to the teacher's "teaching" mode, give children the initiative to learn, and create an education that adapts to children. Cultivate their abilities and enrich their inner world. 3. Children are people in the process of growing up and have unique cognitive characteristics. Children's cognitive characteristics are different from school-age children and adults. The most prominent features are: * direct interest: children's understanding of things is directly affected by interest, and they are active in learning things they are interested in, but they are unwilling to learn things they are not interested in. Interest is the best teacher and the internal motivation to stimulate people's enthusiasm for learning. Therefore, teachers should turn what they teach into children's needs, make children interested and stimulate their desire to explore and learn. Let children know how to save water. The teacher said that there are many places in China where you can drink every kind of water ... which our children have never experienced. Without life experience, the teacher should design an activity plot. The little water drop is crying, he can't find his mother ... or the water pipe is crying. Let the child put away the tears in the water pipe and see how it works. What should I do? Use it to wash towels, wipe floors, repair water pipes, etc. Direct experience: children's age characteristics determine that their understanding of things is perceptual, concrete and vivid, and their thinking often needs the help of action. They must understand things through things and materials, so they need teachers to look at problems from the children's point of view according to their needs, create an environment suitable for children, provide rich materials for children to learn through operation, and accept their views, viewpoints and cognitive levels. Even if they are wrong, they need teachers to give correct guidance at this time. 4. Children vary greatly, and the younger they are, the greater the difference. The difference of children's personality brings about the difference of their needs, which makes their needs for security, new experiences and activities very different. Article 5 of the General Principles of the Outline: "Kindergarten education should respect children's personality and rights, respect children's physical and mental development laws and learning characteristics, take games as the basic activities, pay equal attention to education, pay attention to individual differences, and promote the individual development of each child." Teachers should guide and evaluate individual differences, provide learning content for children to choose, and promote all-round development with their own characteristics and differences. Let every child continue to develop at the original level. According to Gardner's theory of multiple intelligences, human intelligence includes language intelligence, logical mathematics intelligence, spatial intelligence, body movement intelligence, music intelligence, interpersonal intelligence, self-knowledge intelligence and natural observer intelligence. The development of these eight kinds of intelligence is uneven. Everyone's living environment and cultural background cause individual differences. Teachers should cultivate children's independent personality while accepting differences. Discover its advantages, give affirmation, praise and encouragement, and encourage it to make up for its shortcomings. (2) Establish a scientific concept of early childhood education 1, and early childhood education lays the foundation for children's lifelong development. General provisions of the Outline Article 2: Kindergarten education is an important part of basic education and the foundation stage of school education and lifelong education in China. All kinds of kindergartens in urban and rural areas should proceed from reality and implement quality education according to local conditions to lay a good foundation for children's lifelong development. In other words, preschool education, as an early stage of life, should prepare for a person's lifelong learning and development. That teacher should adjust the educational goal, value orientation and the way of "teaching and learning". It is not that I teach you to learn, but that children should enjoy learning and learn these great educational goals and values. Happy learning means that children are interested in learning and feel that learning is a happy thing. If children's interest in learning and good study habits are cultivated in early childhood, then children will have a dynamic mechanism for lifelong learning and development. Knowing how to learn emphasizes the ability to acquire knowledge and explore and solve problems. If a person learns to learn, he can constantly use these methods to seek unknown knowledge and solve emerging new problems. 2. The function of education is to arouse and promote learning, and cultivate the quality of lifelong benefit. When we regard children as active learners, we should clearly realize that teachers don't mean to learn from children, nor do teachers learn from children after preaching. Teachers accurately grasp what to teach, when to teach and what to teach. The role of teachers is no longer just to "talk" and "speak directly", but to explain and demonstrate to children step by step with examples or operational experiments. Teachers should be supporters, collaborators and guides of children's learning activities (Part III of the Outline organizes the implementation of Article 10). In kindergarten, the process of education is emphasized, but the result of education is ignored. The content of education is comprehensive and enlightening, and it is an educational activity with games as the basic form of activity and interest cultivation as the premise. Attention should be paid to the development of children's emotional experience and attitude tendency, and the choice of educational content should be close to children's life, and children's interested foods and problems should be selected. Reflect the concept of "respecting wishes, meeting needs and cultivating interests and abilities". For example: generative education. 3. Everyday life is an education. Kindergarten teaching activities and kindergarten education activities go hand in hand and replace each other. Teachers' "teaching" and children's "learning" should permeate all aspects of children's daily life, which is the teaching characteristic of kindergartens. For example: drinking water, how to drink water can organize an activity, but in daily life, children have the need to drink water, and teachers should allow children to drink water at any time. Second, we should remind children to save as much as they drink, and at the same time, don't spill or turn off the tap. This is an ongoing educational activity. Chen Heqin's "Every day is an education". * A day's life is full of education and courses. * Teachers' own behaviors and attitudes are courses. * The environmental material is the curriculum (the kindergarten is both inside and outside, which is natural. For example, children need to exercise their balance ability, and there is no balance beam in the kindergarten. We can use the ridge to let the children practice, and at the same time, we will let the children know the role of the ridge to protect water from loss, and people don't step on crops. ). (3) Good Teachers' Outlook On July 2, 2000/KLOC-0, the Ministry of Education issued the "Guidelines for Kindergarten Education (Trial)", which marked that preschool education in China has entered a new stage. In the "Outline", several important guiding thoughts have always been implemented and permeated, such as lifelong education, children's development and new teachers' thoughts. The new syllabus clearly puts forward that teachers should be supporters, collaborators and guides of children's learning activities, and teachers are promoters of children's development; The process of educational activities is the process of teachers' creative work; Evaluation should naturally accompany the whole educational process; In the past, the traditional view of teachers believed that teachers were the givers of knowledge, the implementers of curriculum plans, children were the receivers, and containers for passively accepting what teachers gave them. Think that the teacher is a giver, illuminating others and burning himself. The new concept of teachers holds that teachers are not only paying, but also developing and perfecting themselves. They are researchers in the process of education, self-developers who are constantly enriching and perfecting, and so on, all of which embody brand-new educational concepts. In today's social development, the continuous reform of education puts high demands on teachers, which inevitably requires preschool teachers-our professional preschool educators-to have the awareness and ability to continuously improve their professional learning, which is also an inevitable requirement for the changing educational objects, new educational problems and social needs. Therefore, our kindergarten teachers should become lifelong learners, constantly learning and self-growth, so as to promote the development of children and lay the foundation for their lifelong development. Nowadays, with the repositioning of education and teaching, their roles and functions are also changing. Teachers are not only "preaching, teaching and dispelling doubts", but also partners, promoters and guides in children's learning. Teachers should also become a continuous learner (learn new educational theories, understand children, understand new information, be good at practicing teachers, etc.). The era of relying on others to tell you directly what to do is over. We should constantly sum up experience, constantly reflect on it, and constantly learn, absorb and transform other people's beneficial experience and practice it according to our own needs. ) and people with multiple roles (in addition to taking care of the children in this class like mothers, they also shoulder the task of providing consulting services for parents of children aged 0-3, and some teachers have to do some cultural propaganda work for the community. )。 The above is the concept of preschool education that we should master. As a kindergarten teacher, I shoulder great social responsibility and the trust of parents and kindergartens. What can I do to take on these responsibilities? Now let's discuss the second question together: second, the basic quality of kindergarten teachers. Before the promulgation of the Regulations on Kindergarten Work, many people mistakenly regarded teachers' skills such as drawing, dancing, singing and playing as teachers' educational literacy, but practice shows that this idea is one-sided. No matter how good his professional skills are, he may not be a qualified kindergarten teacher. Through years of practical exploration and theoretical research, it is considered that the key to the quality of preschool teachers is their concept and ability to implement quality education for young children. Just now we discussed the concepts of children, education and teachers together. So what qualities and abilities should preschool teachers have: (1) Have a high sense of responsibility and dedication (ideological quality) A person should have a sense of responsibility, be responsible for himself, others and work, otherwise he will accomplish nothing. Enterprising and loving every line, to be a kindergarten teacher, you must first love your children and your work. With "love", you will definitely pay. Suhomlinski said in "Dedicate my whole heart to children": "To be a real child educator is to give my heart to them." Sincerity for children and career. (2) To have profound scientific and cultural knowledge and necessary professional skills, I remember a director once said that being a good kindergarten teacher is as difficult as being a good professor. The director is considerate and the teacher is considerate. To be a kindergarten teacher, we should be proficient in the imagination of astronomy, geography, animals, plants and nature, because we are faced with innocent and lovely children who are interested in everything and want to know everything. We should be lifelong teachers, even teachers who study like children. Use your words and deeds to drive your child's thirst for knowledge. Kindergarten teachers should have a wide range of knowledge, not specialization. Professional skills are widely used in kindergarten work. You can sing with your mouth open, draw with a pen, and jump when you hear music. Open the book and you can talk. Therefore, it will lead to the misunderstanding that kindergarten teachers can play, sing, dance and draw. (3) Teachers should have the ability of organization, expression and teaching. First of all, teachers should know that the educational goal of each activity should have three aspects, namely, emotional goal, cognitive goal and skill goal; There are three main ways to express goals: one is to put forward goals from the perspective of teacher education and explain what teachers should do and achieve them with teachers as the main body. For example, let children master the knowledge of …, teach children the skills of …, and cultivate their ability of …. The second is the goal put forward from the perspective of children's learning, such as: being able to classify correctly by using the size characteristics of triangles; Learn ...; You should know that these goals contain highly operable action verbs. Belongs to the behavioral goal. Thirdly, the goals expressed by domain concepts or content elements, such as the classification of animals, the characteristics of lead singers and chorus, are all arbitrary, and neither explain what teachers should do nor point out what children should learn, so kindergarten curriculum goals rarely use this expression. Secondly, the process of design activities and the content of curriculum design are the support for teachers to achieve educational goals. Therefore, the choice of educational content should not only meet the educational objectives, but also meet children's interests, needs and original level. We should pay attention to two points: first, make use of life, choose common things in children's lives as educational content, and make use of existing materials and places around us, such as straw weaving. Braids, slippers, bracelets, etc. This kind of content can not only make children learn, but also find what they have learned useful and the information is not difficult to find. So as to stimulate children's interest in learning, and more importantly, let children creatively use the resources around them to improve their lives. Second, the content of interesting and generative education should be of interest to children, and children should be interested in some aspects if they are not interested. This requires teachers to know the situation of each child.