2. The overall quality of teachers is not high. According to the statistics of the education background and professional titles of kindergarten teachers, principals and full-time teachers in the past 28 years, the total number of kindergarten teachers in China is 898,552, of which 65,566 graduated from kindergarten teachers' major. As far as the academic level of full-time teachers is concerned, there are 652 masters, 82,724 undergraduates, 4,234 junior college graduates and 36,492 senior high school graduates. The sampling survey of kindergarten education quality in 28 years 1 1 provinces and cities shows that the professional quality of kindergarten directors and teachers is low, nearly 7% of kindergarten directors have no college education, half of kindergarten teachers have no professional titles, and nearly 38% of kindergarten teachers have no teacher qualification certificates. Feng Xiaoxia pointed out: "Popularization must be based on ensuring basic quality, and popularization without quality is meaningless." Ensuring the quality of preschool teachers is the most fundamental, otherwise it will affect the quality of the whole preschool education, thus making popularization an empty talk.
3. Preschool teachers' enthusiasm for continuing education is poor. On the one hand, the commonly used curriculum organization form in kindergarten teachers' continuing education teaching is still collective teaching, with a single teaching method, more teachers' lectures, less discussion and less practical research, which can not arouse kindergarten teachers' learning enthusiasm. On the other hand, due to many tasks of teaching and activities in kindergartens, teachers are prone to job burnout and lack of understanding of continuing education, which leads to the exclusion of continuing education. Therefore, preschool teachers' continuing education should constantly explore new models, which can not only improve teaching skills and theoretical level, but also improve teachers' enthusiasm for participation. There are many reasons for the problems of kindergarten teachers, so we should analyze them objectively and comprehensively on the basis of reality.
First of all, the pressure brought by the expansion of preschool education to teachers. Due to the social demand and the support of government policies, now is a good time to offer preschool education of various constitutions. Many institutions and kindergartens seize the opportunity to expand enrollment, and at the same time actively set up parent-child classes and sub-parks to expand the scale of kindergartens. The extension of educational objects, the exaggeration of training specifications and the increase of teaching tasks are all very rapid, but the scale of teachers has not increased simultaneously. The source of teachers is still single, and the extended part of education is basically not equipped with teachers who independently undertake this part of teaching tasks, which makes the existing contradiction of teachers in kindergartens more prominent.
Secondly, the position of preschool education in the whole education system. As we all know, preschool education is the initial stage of lifelong education. No matter from the aspects of children's physical and mental development, lifelong influence on their development and the future of the country, the standardized development of preschool education is more significant than basic education. In recent years, China has paid more and more attention to kindergarten education, and promulgated a series of laws and regulations such as the Guiding Outline of Kindergarten Education (for Trial Implementation). However, there are still some problems such as nonstandard management of preschool education, unreasonable and unscientific means of preschool education. China's preschool education has not been included in the national compulsory education system. As the main body of preschool education, social forces can't solve the problems of teachers' professional titles, treatment, status and continuing education for various reasons, which makes it difficult for preschool teachers to compare with primary and secondary school teachers who enjoy the compulsory education system compiled by the state. These problems have seriously affected the stability and teaching level of kindergarten teachers.
Third, the problem of teacher training for preschool teachers is outstanding. The structure of China's teacher education system has changed from a three-level normal school to a two-level normal school, which is an opportunity for the development of kindergarten teachers' schools, but it also faces severe challenges. Judging from the development of various places, the training level of preschool teachers has improved, but the scale of preschool teachers' running schools is gradually shrinking. With the expansion of colleges and universities, it is difficult for junior college students to find jobs, kindergarten teachers to recruit students and the quality of students is difficult to guarantee. Even because many preschool teachers' majors affiliated to normal schools have been closed, the task of training preschool teachers has been directly pushed to vocational high schools with low educational level. The adjustment of normal school system puts kindergarten teachers in a dilemma, which greatly affects the cultivation of preschool education. Finally, from the perspective of preschool teachers' education, there is a general situation that knowledge is valued over ability, knowledge is irrational, and pre-service and post-service education is separated. At present, preschool teacher education generally consists of three courses: basic culture course, professional skills course and education course. Theoretically speaking, the setting of these three courses is reasonable for kindergarten teachers who are engaged in preschool education practice, but in practice, the content of each course is different in teaching implementation and lacks proper connection. What is particularly prominent is the lack of systematic practical courses for education majors in preschool teachers' courses, which greatly affects students' transfer from theoretical knowledge to practical ability. Based on the above analysis of the current situation of preschool teachers, we can see that the lag of preschool education concept is the fundamental reason that affects the development of preschool education, and the problems of preschool education environment and internal knowledge structure are also the reasons for the poor development of preschool teachers. Therefore, to solve this situation, the state must carry out unified regulation and control of preschool education.
First of all, it is necessary to formulate feasible policies and regulations for preschool education so that preschool education can be managed according to law. At present, China has incorporated preschool education legislation into the 11th Five-Year Plan of national education development and the 11th Five-Year Plan of the Ministry of Education. The key to legislation is operability, so that people engaged in preschool education can know the implementation standards of education fees, investment, school qualifications and teacher qualifications. In addition, we should also establish a corresponding law enforcement supervision mechanism to promote the level of rule of law in preschool education.
Secondly, pre-school teachers' professional qualifications are standardized, knowledgeable and professional. The certification of pre-school teachers' professional qualifications should follow certain standards, and teachers must receive systematic training in pre-school education through various channels to reach a certain academic level. Moreover, preschool teachers have their own unique professional requirements and conditions, and have a special training system and management system, so preschool teachers should be professional.
Finally, accelerate the development of preschool normal schools. Compared with the undergraduate and master education of preschool education in ordinary colleges and universities, preschool teachers' colleges are the backbone of preschool teachers' training, which requires preschool teachers' colleges to focus on cultivating preschool teachers. We should face the society, the public and the market, and strive to cultivate high-quality applied teachers and skilled professionals. The development of preschool education is based on the continuous improvement of quality. Teachers are the basic resources of preschool education and the foundation of education quality management. The popularity of preschool education does not mean that people's requirements for the quality of preschool education are reduced. Preschool education is the initial stage of lifelong education, and it is also a critical period for the development of various skills. Therefore, we must attach great importance to the existing problems of preschool education teachers in China to prevent the phenomenon of hollowing out the quality of preschool education.