Career is the fundamental motivation for teachers to engage in education and teaching, and career is an individual's love for what he is doing and his persistent pursuit of doing a good job. The enterprising spirit of preschool teachers is manifested in the following aspects:
1. Love preschool education.
The love of career is based on the understanding of career. The growth of talents is a process of continuous education and training. In this process, preschool education is an indispensable and important stage, which lays the foundation for cultivating qualified talents. The improvement of preschool education quality is related to the prosperity of the country and the improvement of national quality. With this understanding, preschool teachers will have a high sense of responsibility, strengthen their feelings for preschool education, devote all their love and enthusiasm to their work, work hard, regardless of personal gains and losses, and do their best to do the work well under any circumstances. If you don't love the cause of preschool education, you will simply regard preschool education as a means of making a living, and you will be passive everywhere in your work, and often feel very painful. If there is an opportunity, you will try to change careers. Such people are not qualified to do preschool education.
2. Love children
Great Russian writers and children have great love careers. "
Teachers' care for children is an important condition for their healthy physical and mental development. The caress of adults can make children get emotional satisfaction, produce positive emotional experience, and enhance their self-confidence and security. Love is also one of the prerequisites for a good education. Soviet educator Suhomlinski said: "Learning-this is not the transfer of knowledge from teachers' minds to students' minds, but the relationship between teachers and children first." Good teacher-student relationship can make children happily receive education. What kind of teachers do children like? In children's words, it is: "Wipe his tears immediately when the child cries", "Always tie his shoelaces", "Not bad", "Don't lose your temper" and "Don't pull the child out" ... In short, teachers who love children are welcomed and loved by children.
Teachers' love for children is a kind of rational love, commonly known as the love of education, which means that teachers should love children, treat them tenderly and inclusively, respect their personality, protect their legitimate rights and interests, and be their teachers and friends.
(2) Having a healthy physical and mental quality.
Healthy body is an important guarantee for pre-school education. Teachers need good physical quality to educate and take care of a group of innocent and lively children. Healthy teachers are energetic, efficient, positive to children and bring confidence and happiness to children; If the teacher is in poor health and mental state, the class atmosphere will be depressed and dull, which will affect the children's mental health.
The psychological quality of teachers affects the formation of children's personality quality. Teachers with poor psychological quality, such as emotional instability, subjective arbitrariness and impulsiveness, may be authoritarian in their working methods and ask their children to do whatever they say. The children in the class they teach may be very disciplined and obedient, but they are timid, lack of self-confidence and highly dependent. Another example is a teacher who lacks independence and confidence. His work style is usually laissez-faire, and he has a good attitude towards children, but he is timid and indecisive. Most of the children in his class may be very capable and opinionated, but they have poor discipline and lack self-control. Teachers with excellent psychological quality are often democratic, open-minded, quick-thinking, emotionally stable, good at self-control, full of enthusiasm for children, active in work, resourceful and flexible, and most of the children in their classes are disciplined, polite, close to others and friendly. Preschool teachers must strengthen their physical and mental cultivation and show their personality charm in front of children in order to gain their trust and love.
(3) Having a solid knowledge of education, culture and science.
Before taking up their posts, kindergarten teachers must understand and master the basic knowledge of preschool education, and understand the development trend and the latest research results of preschool education. Learning this knowledge will help teachers master the rules of early childhood education and improve the purpose, planning and efficiency of their work. It is also helpful for teachers to establish a correct educational concept. In fact, every teacher organizes education and teaching according to his own views on children's development and education. A teacher's educational concept determines what educational goals, contents and strategies he sets in the process of education and what attitude he takes towards children. It can be said that what kind of educational concept will produce what kind of educational behavior, thus affecting the effect of education and the development direction of children. Only by constantly learning preschool education knowledge, paying attention to the changes of educational situation and studying educational practice can preschool teachers constantly update their educational concepts.
For a long time, there have been some misunderstandings in society that the knowledge taught by kindergarten teachers is shallow, academic and unprofessional. It seems that anyone can be a kindergarten teacher. Actually, this view is one-sided. Kindergarten teachers, like ordinary teachers, are dual-qualified, that is, they must have the professional knowledge and skills of the subjects they teach to solve the problem of "what to teach" and the skills of transferring knowledge and skills to solve the problem of "how to teach". Teachers, like doctors and lawyers, must undergo strict and continuous professional training, be able to diagnose, analyze and prescribe, and become "clinical experts" in education. Different from ordinary teachers, preschool teachers are not teachers of a certain subject, but are responsible for children's all-round education. The content of preschool teachers' education for young children involves nature, society, language, art, health and other fields. Teachers need a wide range of multidisciplinary knowledge and educational art to meet the needs of children's development and be competent for kindergarten work.
4) Have various abilities and qualities.
Gorky said: "The cause of educating children requires preschool teachers to realize their professional ideals, become experts in educating children, and turn educational theoretical knowledge into practical teaching ability, which is an important condition for doing a good job in education and teaching.
1. The ability to observe and understand children
Educating children is a science. Only by knowing children can we teach them well. Observation is one of the most important ways to understand children. Because children's self-control ability is poor, their emotions are easy to be exposed, and their inner activities and physical conditions are often expressed through expressions, actions or short language. Often a child's little action, an instant activity, often reflects a true inner activity. For example, children attach great importance to the teacher's evaluation of themselves and show it inadvertently in their actions. When you make a mistake, you often look at the teacher unconsciously; When the students on duty divide the apples, keep the small apples for themselves and give the big apples to the children, they often look at the teacher hopefully. If teachers can understand the internal information conveyed by their external behaviors, sensitively perceive the most urgent needs of children, and make timely and appropriate responses conducive to children's development according to their characteristics, then teachers will win the initiative in education.
Preschool teachers need observation skills. Teachers' observation skills are random observation and planned observation. In random observation, teachers should observe children as accurately and objectively as possible, constantly improve their observation sensitivity, capture the smallest movements of children as soon as possible, find out the smallest needs of children, understand the significance of a certain behavior of children, and give timely feedback; When observing in a planned way, you can first draw up the observation items, list the observation points, and choose representative scenes. Observe and make detailed records. After observing for a period of time, we should carefully consider and analyze these recorded materials, comprehensively summarize the advantages and disadvantages of each child, and design appropriate learning programs for children.
2. Ability to organize and manage classes
The central task of teachers is to educate the whole class of children, so that they can develop physically, intellectually, morally and aesthetically. In class organization and management, teachers shoulder great responsibilities. From the educational content, there are moral, intellectual, physical and aesthetic aspects; From the task, there are two aspects: conservation and education; From the perspective of education, there are collective teaching activities, labor, games, daily life activities and so on. From the organizational form, there are collective, individual and group activities. It is not easy for teachers to plan and arrange these contents and activities reasonably and make the best plan to promote children's development, which requires teachers to have strong organizational and management skills.
Teachers' organizational management abilities include: the ability to make class education work plans; Ability to create an environment suitable for the development of children in this class; Establishing a good class collective includes the ability to determine class education objectives, establish a good class spirit, establish class routines, and maintain normal education and teaching order and discipline; According to the development level of children and the ability of grouping, flexibly guide each group to carry out activities at the same time; The ability to organize children to carry out various educational activities and evaluate them, and so on.
The organization and management of collective education activities is an important aspect for teachers to organize and manage classes, which is difficult for new teachers to learn at first. However, when the class management is not good, the disorder and confusion of activities will occupy the children's study time and make teachers tired. Even if teachers are well prepared, poor organization and management will lead to disciplinary problems and bad behaviors of children, which will hinder teachers from using educational guidance strategies, which is more obvious in group cooperative learning, experiments and manual operation. In this regard, teachers can formulate rules of activities in advance, stipulate the consequences of violating the rules, improve children's self-discipline ability, strengthen communication between teachers and students, and strengthen the monitoring of the educational process, so that the management effect of teachers will be enhanced.
The improvement of teachers' organizational management ability is a process. Every job is carefully designed in advance, and every step is carefully thought out and carefully implemented. At the end of each action, we should conscientiously sum up experiences and lessons, and improve teachers' organizational and management abilities through continuous exercise. 3. Communication ability Communication is a process in which people exchange information, understand each other, accept each other's views and actions, coordinate with each other and reach a tacit understanding. The main ways of communication are verbal communication and nonverbal communication. The ability to communicate with children and parents is an important basic skill of teachers.
There are two ways of communication between teachers and children: verbal and nonverbal. The verbal communication between teachers and children usually revolves around a topic. Teachers should pay attention to conversation strategies, observe and discover topics that children are interested in, introduce children into conversation, keep children interested in talking with concise and interesting questions, show great enthusiasm and patience when children speak, pay attention to listening and give encouragement. Teachers' own language literacy is very important when communicating with children. In view of children's poor knowledge, experience and understanding ability, teachers' oral expression should conform to children's acceptance level, such as gentle attitude to make children feel safe and willing to listen; The firm tone makes children feel that the teacher is full of confidence; The expression is simple and clear, and the child is easy to understand; Try to speak in a pleasant tone and walk beside the child instead of shouting at a distance, because doing so will make the child feel scared. Teachers should pay attention to language art, because children's thinking is intuitive and concrete, so teachers' oral English should be vivid and attractive, accompanied by dynamic language. Teachers should always talk to children in positive language and tell them what they should do instead of pointing out what they should not do. For example, "Please move the chair gently" instead of "Don't jingle the chair" and "Please put the building blocks in the basket" instead of "Don't put the building blocks on the ground". Teachers' language is not only an important means to convey information and educate children, but also the object of children's imitation. Teachers' language should set an example for children. Non-verbal communication between teachers and students mainly means that teachers communicate with children by smiling, nodding, touching, cuddling, squatting down and talking with children. This way is easier to express teachers' respect, care, love and affirmation for children than language, which meets children's psychological needs. Teachers use this dynamic language based on their love for children. If teachers are full of heartfelt love for their children like mothers, this kind of inner love will naturally be revealed and transformed into a vibrant language.
(2) Communication between teachers and parents
The mutual communication and harmonious relationship between families is an important guarantee for coordinating various educational elements and forming educational synergy. In the construction of family relations, teachers are the active party, and teachers' understanding and respect for parents is the premise of communication. Teachers need to know parents' expectations of children, parents' personality, occupation, education level, his educational ideas and methods, and on this basis, determine their own working methods and strategies.
(1) With the aim of caring for children's growth, establish an attitude of equality and trust. Teachers should establish emotional ties with their parents. When communicating with parents, we should sincerely care about children's growth, take the initiative to introduce children's situation in kindergartens, adopt a tolerant attitude towards parents with different personalities, actively invite parents to participate in kindergarten curriculum design, implementation and evaluation, listen carefully to their thoughts and opinions, and never blame each other when finding contradictions in educating children, but put themselves in the parents' shoes. Try our best to solve the difficulties parents encounter in educating their children, so that parents can feel that teachers love their children. Only in this way can parents be mobilized to actively communicate with teachers and work together for their children's progress.
② Master communication skills. When communicating with parents, it is very important to master communication skills, such as listening skills when talking face to face with parents; Conversation skills suitable for different parents' personalities; Report children's development skills to parents with different personalities, and so on. As long as teachers pay attention to communication skills and skillfully guide parents to master scientific parenting methods with the purpose of loving and caring for children, parents will respect, understand and support them in the communication process.
③ Communicate with parents in various forms. Parents' jobs are different, and the time to pick up and drop off their children is different. Teachers can take advantage of parents' time to pick up their children, have a short conversation, or communicate with parents through home visits, family contact manuals, writing simple letters and notes.
4. Education monitoring ability
Teachers' educational monitoring ability refers to teachers' ability of self-awareness, self-adjustment and self-reflection on their own educational and teaching activities.
It includes the following aspects:
(1) Planning and preparation: Before specific educational activities, teachers should determine appropriate educational goals, plan various activities, choose activities content and strategies to realize tasks, arrange educational activities steps, conceive various possible solutions to problems and predict possible effects according to educational tasks, teaching materials, children's interests and needs, children's development level and potential, and teachers' own educational and teaching abilities.
(2) Feedback and evaluation: in the process of education, monitor the class situation at any time, get feedback information, and make a preliminary evaluation of your own educational process, educational strategy, educational behavior, educational effect and children's development according to educational goals.
(3) Control and adjustment: In the process of education, according to the feedback information, find and analyze the existing problems and reasons, adjust all aspects of activities in time, and adjust and monitor the following activities.
(4) Reflection and revision: After completing one or a stage of educational activities, teachers themselves make a profound summary and reflection, such as reviewing their own educational activities, reflecting on whether their activities are suitable for children's actual level, whether they can effectively promote children's development, analyzing what is successful and what needs improvement, reflecting on the characteristics and shortcomings of their educational behavior, finding out the main crux of the problems or deficiencies found, imagining one or more solutions or ways, and making corresponding adjustments.
Teachers' educational monitoring ability is the concrete embodiment of teachers' comprehensive quality. Teachers' monitoring of their own educational process is a process in which teachers use professional knowledge and educational concepts to examine educational practice, find problems, analyze problems and solve problems. This helps teachers to know whether the problem has been solved, to what extent, and what problems need to be further solved. On this basis, they can find new problems or put forward new ideas, constantly reflect on the process of educational activities, and raise educational practice to a new height. Therefore, monitoring their own educational process is an important way for teachers to improve their professional quality and educational practice, and an important way for teachers to grow from simple educators to research-oriented and expert teachers.
5. Educational research ability
Research is an attitude of educators towards the unknown. In the face of all children, teachers have long been familiar with what they want to teach, but how children understand it is different for everyone and in different situations. Therefore, education is always full of unknown factors, and educators always need to study it.
The educational research of preschool teachers focuses on solving practical problems in education, and its research steps are as follows: (1) learning educational theory; Diagnose your own educational practice with educational theory and find problems; Formulate a solution to the problem; Implement until the problem is solved. Such as; The implementation of national, local and kindergarten three-level curriculum means that teachers will become one of the subjects of kindergarten curriculum development. Therefore, teachers must learn relevant curriculum theories and make clear the sequence and methods of curriculum development. Reflect on the original curriculum, study and establish the curriculum objectives; Consider how to use the educational resources in the park and community and turn them into learning materials for children; Consider how to creatively design an open learning environment conducive to teacher-student cooperation or children's independent exploration; This paper studies how to use modern educational technology and adopt flexible forms and methods to make the learning process more of a process of children asking and solving problems. Teachers become researchers, which can promote teachers' professional development faster.
Please adopt it.