Chen Liuying, Changxing No.4 Kindergarten 1. The realistic background and significance of the construction of teaching staff. Kindergarten-based teaching and research is an important way to promote kindergarten development and teacher growth. Kindergarten-based teaching and research needs the team building of kindergarten teachers and the cooperation between teachers. In more than ten years of work practice, the author has some perceptual knowledge about kindergarten teachers, which have some advantages and some problems. The advantage is that kindergarten teachers are simple, caring, easy to unify their goals and help each other; The disadvantage is that kindergarten teachers like to rely on and are not good at reasoning and thinking. After spending a long time with children, they will have some psychological characteristics of children. For example, when problems arise, it is easy to have "external attribution": for example, blame children for not forming past habits, blame parents for not supporting them, blame leaders for being unfair, and blame colleagues for not cooperating. Kindergarten teachers are basically women, and the professional habits brought by their work are mostly self-centered, which is easy to cause interpersonal troubles in the team and is not conducive to the development of kindergarten-based teaching and research and the construction of kindergarten-based courses. People pay more and more attention to the job burnout of preschool teachers. Under the premise of not fundamentally solving some problems such as survival pressure, it is a practical method to effectively alleviate job burnout through team support. Second, the theoretical basis of kindergarten teachers' team building program (1) The core conditions for team building and growth. There are three most important factors in team building and growth: autonomy, cooperation and thinking. A good team of preschool teachers, their working status will not change because of the absence of the director, which is the performance of autonomy; Teachers constantly innovate and break through in their work, and can find and solve problems by themselves, which is a reflective performance; In order to achieve common goals, teachers support each other by communicating, exchanging, adjusting their own behaviors and cooperating with each other, which is a manifestation of cooperation. (B) the concept and method of experiential training. Experiential training is increasingly used in enterprises and education, mainly for improving interpersonal relationships and building teams. In China, which attaches importance to knowledge education, experiential learning is a very impactful way of education and training. Experiential learning, also known as "discovery learning", "activity learning" or "interactive learning", has been strongly advocated in kindergarten teaching in primary and secondary schools. In fact, training for adults is also a very effective means. It means that students voluntarily participate in a series of activities, and then analyze their experiences, so as to gain some knowledge and insights from them and apply them to daily life. Its characteristic is that it must be mastered through personal experience, and once mastered, it is difficult to forget. Introducing the concept of experiential training is of great significance to promote the change of kindergarten teachers' concepts and behaviors. First, it pays attention to perceptual experience. Through specially designed activities, teachers can gain experience from the activities, sum up ideas and then apply them to the next activities. After repeated reinforcement, teachers finally get a new mode of thinking or behavior, replacing the previous imperfect mode. The second is the combination of individuals and teams. In modern work, we not only emphasize personal value and hard work, but also attach importance to team spirit, which experiential training can bring to participants. Third, the change of teachers' concept and behavior occurs during the training process, not after the training. Knowledge-imparting training is to achieve the training goal through the imparting of knowledge and the application of knowledge by prospective participants after class; Experiential training is an effort to promote change through practical experience activities. For example, teamwork training, knowledge transfer is often just to explain the importance and methods of teamwork in class, while experiential training is to test the team through a series of tasks that require teamwork, to help the team and each member constantly discover the problems of the team and themselves, to improve in a good direction, and finally to experience the happiness of team success. Practical experience in training will help participants to apply what they have learned after training more easily. Fourth, experiential training pays more attention to people's change. If a person's heart rejects it, external knowledge may not be used if it is understood. Experiential training focuses on the challenge to the individual's heart and tries to promote its internal changes, which will lay a good foundation for the application of external knowledge. Fifth, experiential training forms are vivid and even happy. Under the long-term pressure and monotonous working conditions, experiential training, a dynamic form, will make teachers feel refreshed and interested. Because it's much more interesting than sitting still and studying. Three. To sum up, we believe that in the process of kindergarten teacher team building, we should adhere to two points. First, based on the reality of kindergartens, we should constantly encourage and support teachers' daily exploration and practice and cultivate teachers' practical thinking ability. At present, the working state of preschool teachers is very busy, even inefficient, which is a factor leading to the job burnout of preschool teachers to some extent. The construction of teaching staff must be closely combined with daily work, which can not increase teachers' burden, but can only be an effective means to reduce teachers' work pressure and improve work efficiency. This principle can also be called "real experience" principle. Second, through experiential game training, teachers have deepened their understanding of various interpersonal relationships, improved their relationships with others, and become more mature in personality and sociality. By breaking through the traditional management methods and teaching and research methods, the concept of team building will be infiltrated into kindergarten-based teaching and research, so as to promote the growth of kindergarten teachers and ultimately promote the common growth of teachers and kindergartens. This principle can be called "game situational experience" principle. Grasping these two points, the construction of teachers will be well developed. 4. The basic concept of the preschool teachers' team building program revolves around the core elements of team building: autonomy, consideration and cooperation. The author mainly expounds the basic idea of team building scheme from three aspects: the adjustment of director's role, the process of teaching reform and the cooperation of class team. In practical work, the three are often unified and closely related, and organically penetrate into the specific management practice and the process of education and teaching reform. (A) through the adjustment of the director's role, to promote the independent development of teachers, there is no team growth without the growth of the main body, in which the director's factor is very important. As the manager of the whole kindergarten, the director should always know that the quality of education is the foundation of kindergarten development, and teachers are the primary factor to ensure the quality of education. In the process of building the teaching staff, the head of the school should be the guide, expectation and server of the teaching staff. 1, leader. The headmaster should lead the teachers in their work, study and interpersonal communication. (1) leads the way of thinking. Adhere to the work attitude of seeking truth and being pragmatic, lead teachers to treat problems by solving problems exposed in practical work, emphasize objective facts, actively face problems and improve their sense of responsibility; Guide teachers to actively explore measures to solve problems, emphasize objective reasoning and improve foresight; Guide teachers to reflect and analyze the results, emphasize subjective factors, gradually transition from internal attribution to external attribution, sum up and improve, and improve subjectivity. (2) Leading teaching research. Principals should pay attention to and even devote themselves to the front line of teaching reform, so that every teacher can feel concerned and get guidance. The teaching and research work of principals and teachers should be synchronized and constantly resonate in teaching discussions. Only in this way can we have real resonance, profound understanding and mutual dependence, and kindergarten teachers will gradually realize that work is for their own better survival and development, not for the principal, thus gradually promoting the formation of teachers' subject. (3) Leading the way of cooperation. The way of communication between principals and teachers varies from person to person, from which interpersonal skills can be conveyed. For example, I am used to communicating with each teacher at the end of each semester, summing up the problems of working methods in a stage together with teachers, and looking for the advantages and disadvantages of each teacher. In my daily life, I often take advantage of various work opportunities such as communication after observation activities and summary of work plans, communicate with different teachers in appropriate ways such as email, short messages, notes, conversations and even eyes, exchange work experience at any time, and gradually find more efficient strategies suitable for me. The most important thing is to do it bit by bit The director can also organize some team-building activities to arouse teachers' introspection on their communication skills, and at the same time, they can experience the true temperament of each managed person more directly in the game. The headmaster's interpersonal communication style can effectively influence teachers and improve their interpersonal communication ability. 2. look forward to it. Expect the teacher's progress and wait for the teacher's adjustment. (1) Looking forward to the progress of teachers. Teachers' work needs more autonomy and more creativity. Only when education is independent and innovative can it really bring lasting happiness to teachers! As managers, we need more humanistic ideas, abandon the vision of supervision and accusation, look at teachers with expectation and trust, believe in teachers' potential, appreciate each teacher's different colors, believe that our profession naturally brings teachers' love and enterprising spirit, and convey the expectation of teachers' professional growth to every teacher's heart. As long as it is sincere, it will definitely get a sincere response from the teacher. Teachers' personal growth and team growth complement each other and promote each other. (2) Waiting for the adjustment of teachers. Every teacher has a different personality and cognitive model. Some teachers are good at accepting other people's suggestions, while others need to think independently. For teachers who are used to independent thinking, it is necessary to wait and give teachers room for self-adjustment. 3. Service providers. Serve teachers' professional growth and improve their overall quality of life. After the introduction of experiential training, it can play the role of "improving self and melting the team" to a certain extent, especially the training closely combined with daily work. However, this function is not a panacea to solve all problems, nor is it an immediate specific medicine. The follow-up of the system must be closely linked with experiential training, so as to gradually form an effective whole and continuously improve the vitality of preschool teachers. Principals need to establish the concept of "management is service", highlight the important position of teachers' team construction in the overall planning and management of kindergartens, fully reflect the importance of teachers' team construction from practical links such as teacher welfare, training, exercise and display, promote teachers' professional growth through comprehensive management, and continuously improve teachers' overall quality of life. Under these strategies, teachers will gradually form a "psychological contract" with kindergarten directors. There is no written text in this contract, but teachers can truly feel that they are the masters of the kindergarten, get many opportunities to promote their own development, feel their own growth in work and study, and gradually promote the formation of teachers' subject and the growth of teachers' team. (2) In the process of teaching reform, the team that can't think is a stagnant team, and the team that has no vitality will definitely face retrogression or even death. Preschool teachers are generally not good at reasoning and thinking, easily bound by daily trivia, unable to find the core problems and lacking the methods of thinking and solving problems. Teaching reform not only improves teachers' awareness of the importance of self-thinking, but also promotes teachers' thinking ability. Teaching reform forces teachers to face more new problems, to analyze and think about problems, to find the core of problems, to find the breakthrough to solve problems, and to strive for more resources that can help solve problems. Only by firmly grasping the teaching reform and constantly exploring in depth can teachers' thinking be fundamentally improved. In the specific process, we should pay attention to two points: First, the direction of teaching reform must conform to the actual situation of kindergartens. Only in this way can the direction of teaching reform be successful and teachers' thinking and efforts be valuable. Secondly, the specific problems of educational reform must come from teachers and be teacher-oriented, helping them overcome their troubles, make small progress and improve their thinking ability. There are two main ways to do this. One is to introduce experiential training mode into special teaching and research activities to promote teachers' thinking, and the other is to infiltrate the guidance in daily work. 1. Introduce experiential training mode in special teaching and research activities to promote teachers' thinking. At present, a large number of kindergarten teaching and research activities still remain in traditional forms such as listening to lectures, reading theories, attending lectures and evaluating classes, and exchanging experiences. To improve the efficiency of kindergarten-based training, we must optimize the form and content of each kindergarten-based training and explore more suitable methods and strategies. The application of experiential learning can effectively improve the efficiency of kindergarten-based teaching and research. The leader of the teaching and research group should carefully design and organize the time of each special teaching and research activity like similar teaching and observation classes. The leader of the teaching and research group needs to understand the current needs of teachers, give them some ideological preparations in advance, show them opportunities in the activities, and reflect before, during and after the teaching and research activities. Through brainstorming, speeches, charts, debates, watching videos, role-playing and other vivid forms, we can stimulate teachers' active participation, exercise teachers in practice, and gradually help teachers develop the habit of thinking. 2. Guide teachers' thinking in their daily work. Give each teacher the opportunity to undertake appropriate tasks independently, and gradually help teachers to develop a thinking mode with clear goals, orderly process and flexibility through the formulation and revision of various programs, continuous adjustment in practice, and summary and reflection after the completion of the programs. (3) Promote the cooperative development of teachers through class team building. For primary and secondary school teachers, the cooperation between teachers lies more in the exchange and discussion of teaching in similar disciplines, while preschool teachers need the cooperation of class teams, because preschool education points to the complete and harmonious development of every child. At present, most kindergartens adopt the post appointment system, and the class teacher employs the class teachers and nurses, which is the basis of class teamwork. The practice of kindergarten work always needs the cooperation and communication between two teachers in the same class, such as the observation and recording of children, the design of class environment, the development of theme activities and so on. However, because the class work mainly depends on the organization of the class teacher, as a class teacher, it is not as influential as the head of the teaching and research group and the kindergarten director, and a large number of class daily work is carried out by two teachers and a nurse, how to promote class teamwork still needs some strategies. 1. Attach importance to the position of class management in kindergarten management activities, and provide a lot of opportunities for class teachers to exercise, show and communicate, such as the exchange of class plans and summaries, the posting and publication of monthly class meetings, etc. Constantly strengthen the class team consciousness in teachers' minds. 2. Through the design and organization of some activities, help teachers experience the methods and strategies of classroom cooperation. For example, our garden once organized a badminton competition with the class team as the core, so that teachers could experience the importance and strategy of class cooperation. 3. Guide teachers to try to infiltrate the concept of teamwork into daily class teaching, parents' work, children's observation and records, and gradually sum up the cooperation methods suitable for teachers in this class, so as to promote each other in the communication between classes. The way of cooperation between the two teachers in each class is personalized. According to the characteristics of the two teachers, assign their own work, such as taking the new class to the old class, one leading the teaching work, and the other being responsible for preparing a lot of lessons and recording. Both of them are classes of young backbone teachers. Basically, all the work is organized by turns on a weekly or Sunday basis, and children's learning and development are exchanged at noon every day, emphasizing mutual learning and promotion. There are still differences in the degree of cooperation between different classes. The garden once organized classes to observe each other for half a day, and the cooperation of two teachers was a special observation and exchange content. In the exchange activities, teachers found that in some classes, the two teachers are good at eye contact and have a tacit understanding. In some classes, two teachers are busy with each other, and there is less instant communication. By observing each other and learning from each other's strengths, we can consciously improve the level of class cooperation. 4. The manager should intervene appropriately and provide direct help. Different teachers have different ways of communication and cooperation. Managers should be good at finding out in daily life and seize opportunities to help. Example: A class teacher in our garden has a strong working ability and a strong sense of responsibility. Her work is recognized by leaders and parents, and her colleagues respect her very much. However, no teacher is willing to take the initiative to take her to class when hiring the optimized combination. The reason is that cooperation is difficult and subjective. After the author's secret coordination, she successfully formed a new team. This situation did not let her know, because the respect and support of the team is very important to a teacher, and isolated attacks will bring heavy losses. In the work of the new semester, the author pays more attention to this problem and tries to help improve it in daily life. In the teachers' meeting of daily education and teaching shortly after the start of school, the author observed the communication and expression of teachers in detail, and found that when talking about class work, the teacher always unconsciously revealed that she played a major role in class work, and the role of substitute teachers was often ignored by her. After the meeting, the author pointed this out to her in time, reminding her to be good at discovering the advantages of substitute teachers and seize the opportunity to improve the cooperation of class teams in various occasions. The teacher knew everything at once, and began to often reflect on his own practices and consciously improve his working methods. When she is confused, she often gives feedback to the author. In daily communication, she gradually improved her relationship with her colleagues. V. The construction of kindergarten teachers has achieved initial results (1). Campus culture teachers who have formed "making full use of their talents and growing independently" have certain initiative, and the organization of various activities is very proactive. At present, there are a series of regular activities in the park, such as the parent school once a month. Except for one semester, experts are usually invited to give lectures in the park, and the rest are organized and planned by our teachers in groups. They also introduced the concept of experiential training into their activities. Parents' participation has been greatly improved, and the parents' school has been lively and effective, which is very popular with parents. Teachers' own ability of cooperation, organization and monologue language has also been exercised. Every teacher undertakes other jobs besides his own teaching post, and has strong ability and quality, such as a long-term compound part-time post, such as the head of discipline teaching and research, the propagandist of campus culture, etc. , and actively think about summing up and writing experience papers. The new teachers who have just worked recently not only cooperate with the backbone teachers to do some part-time jobs, but also undertake some short-term individual tasks according to their personal abilities, such as putting up posters and organizing "Happy Wednesday" children's activities in the whole park. In order to "give full play to your talents" in practice. (3) Advocating "vivid, solid and effective" teaching and research activities. The introduction of experiential training has a positive impact on the development of teachers' kindergarten-based teaching and research. The combination of relaxed form and in-depth thinking makes teachers participate more actively, think more actively, express more clearly and gain more. Through a series of activities, teachers' leading position in teaching and research activities has been promoted. 1, which improves the initiative and creativity of teachers in seminar-based training activities. Psychodrama can satisfy teachers' inner creative desire, enhance teachers' participation spirit and interest, and thus improve teachers' initiative and creativity. 2. Enhance teachers' social adaptability. Because preschool teachers have lived with children for a long time, they have many psychological characteristics of children. For example, in the seminar on "family relations", teachers showed that the problems were easily attributed to the outside world: first, they blamed the children for disobedience and the parents did not support them. Through role-playing, it is easier to experience parents' mentality, deepen our understanding of ourselves, parents and interpersonal relationships, improve our relationship with others, and become more mature in personality and sociality. 3. Strengthen communication and interaction among teachers' group members. Through role-playing, we can observe the opinions and behaviors of others in a certain situation, and also observe the emotional connotations and manifestations of different behaviors in different situations. It can also provide opportunities to express the same feelings through different behaviors, increase the exchange and interaction of group members, and better share the experience and feelings of teachers. In addition, other forms of experiential training promote teachers to correctly understand their own educational behavior and learn to reflect and improve themselves in various experiential activities. For example, by organizing children's games, nurses can understand and respect children and improve their ability to organize games. (D) The personalized class team has gradually grown. Class team is the foundation of kindergarten teachers' team, and this concept has been increasingly recognized by kindergarten teachers. Ordinary classes usually discuss the education, teaching and material input of their classes once a week, in addition to the routine exchange and daily handover of class meetings once a month. The class that is carrying out the teaching reform experiment has initially formed a good habit of discussing at noon every day, reflecting and summarizing the teaching activities in each morning and promoting each other. According to the different characteristics of teachers in each class, the form of cooperation is determined by each class, and there is no uniform requirement. For example, in some classes, one teacher is breastfeeding, and the other class teacher will take on more pioneering work, so that the nursing teacher can concentrate on record analysis. This way of cooperation is constantly adjusted by the class itself in the work. Nowadays, the cooperation between classes is not limited to the complementarity of teachers' skills in the past, but gives full play to the comprehensive advantages of the cooperation between two teachers and applies them to teaching research, parents' work, class publicity and so on. Each class gradually has its own unique color, initially forming a personalized class team. Problems and further research directions in the construction of intransitive verb teachers As mentioned above, experiential training must be combined with various management systems of kindergartens in order to promote the construction of preschool teachers more efficiently, and experiential training itself must be deepened and innovated according to actual work conditions, which needs to be explored in future work. In addition, in practice, we are more and more aware of the importance of class cooperation, which is the basis of the construction of teachers. The construction of class team will also promote the construction of class curriculum, which is also the basis of kindergarten-based curriculum construction. At present, our park has achieved initial success in creating personalized classes, but the experience in this area is still superficial. How to continue to deepen the construction of class teams and sum up experience needs further exploration.