Nowadays, the pursuit of high-quality education has become the development trend of preschool education in the world and the common goal of preschool teachers. In rural areas, the majority of kindergarten teachers are constantly trying to explore effective ways to continuously improve the quality of kindergarten education. Therefore, from the reality of rural areas, efforts should be made to improve teachers' quality and change parents' concept, which has greatly changed kindergarten work and greatly improved the guarantee of teaching quality. First, from the reality of teachers, improve the quality of teachers through multiple channels. The Guiding Outline of Kindergarten Education fully affirms the role of preschool teachers in education and children's development, and at the same time, it also poses an unprecedented challenge to teachers' quality. The key to implementing high-quality education for children and promoting their active and lively development lies in the quality of teachers. In rural areas, there is a big gap between the professional level of kindergarten teachers and the requirements of children's development due to many factors. Although teachers are very active and participate in various activities, the improvement of teaching quality is not obvious. At work, they have many problems and puzzles that need to be studied and solved. Therefore, we always observe and understand the needs of teachers, carry out teaching and research activities, and help teachers improve their professional quality as soon as possible. 1. Improve teachers' theoretical level through training. Training preschool teachers is a regular job. Adhere to the combination of in-park training and study abroad, and improve teachers' theoretical level through multiple channels. (1) Do a good job in park training. On the one hand, ensure the pertinence of training. In the past, when we were training, children's counselors always made their own plans, then prepared the content and trained the teachers. Generally, the preschool counselor speaks alone, and all teachers listen. The teacher is passive and lacks enthusiasm. At the same time, because training is not combined with teachers' theoretical level and experience ability, training is out of touch with teachers' actual needs, and the training effect is not good. After we found this problem, we changed our previous practice. In our daily work, we follow the half-day activities organized by teachers, observe whether the teachers' educational behavior is appropriate, find problems and determine the topics for discussion. Communicate with teachers at ordinary times to understand their needs and determine the training content. Every time we train, we let the teacher take the lead, arrange the training content every time, and then each person prepares a document, which can be related articles in preschool education publications or their own work experience. Counselors participate in every exchange activity, classify the information of subject content from different angles, choose the most representative information for each category, and then train in the whole town. For example, in view of the phenomenon that teachers do everything, pay attention to beautification, and children rarely participate in environmental creation, we organized training on environmental creation in kindergartens. After assigning the topic to the teacher, everyone prepared a material and communicated together. Finally, we selected the contents of creating a physical environment that constantly interacts with children, several principles of environmental layout, basic characteristics of interactive wall decoration, and several practices of wall decoration in our class, and the teachers trained all kindergarten teachers. Because the content comes from the teacher, you can better combine your own understanding of the theme and introduce your own specific practices during the training. Moreover, the selected content reflects the hierarchy from the whole to the part and from theory to practice. Going deep into the reality of all teachers, everyone sounds very focused. They also raised some problems found in their work on the spot, and the training activities became special discussions. Everyone actively expressed their views, and the atmosphere was very warm. In this way, training activities have become teachers' own needs, and everyone has actively participated and achieved good results. On the other hand, adhere to the continuity of training content. In order to avoid the phenomenon of excessive and chaotic training content, we have established several major themes when formulating the training plan, and organically combined the training content every time. For example, in the training of environmental creation, the established theme is too big, so the teacher prepares more contents, including wall layout, activity area creation, parents' garden, free wall, bathroom, cloakroom and so on. And at the level, it involves three age stages: big, middle and small classes. If you organize so much content at once, it will be too much and too messy. We sorted out the contents, such as kindergarten wall layout, activity area environment creation, colorful parents' garden and so on. Each activity requires each class to introduce its own characteristics according to the actual materials prepared by its own class. In this way, the training activities have clear objectives, clear levels and continuity. Teachers are gradually practicing while improving their theoretical level, and the training work is really implemented. (2) Encourage teachers to go out and participate in expert training. For some professional theoretical training or observation learning activities arranged by the municipal kindergarten office, we always encourage teachers to participate in learning, help them improve their theoretical level and promote the progress of teachers in the town. We cherish every learning opportunity and assign tasks to teachers. After learning, we internalize the theory we have learned into our own behavior practice, realize the organic combination of theory and practice, and fully show it to kindergarten teachers in the town through lectures or on-site observation. In this way, teachers drive teachers and improve their professional skills in an all-round way. (3) Implementing the leading plan for backbone teachers and gradually improving the professional theoretical level of young teachers. In kindergartens, there are often young teachers with new jobs. They have just set foot on their jobs, simply taking part in some theoretical training, and sometimes they are at a loss at work. According to their working conditions, give full play to the leading role of backbone teachers and carry out the "One Help One" activity. Each backbone teacher takes a young teacher, starting with guiding young teachers to learn professional theory, insisting on giving young teachers a lesson every week and tracking activities for one and a half days, helping them to get familiar with the routines of one-day activities in kindergartens, improve their theoretical and practical skills and grow into the backbone of kindergartens as soon as possible. (4) Carry out hand-in-hand activities and give full play to the demonstration and leading role of central kindergartens. Our central kindergarten is a model kindergarten with standardized management and relatively high teachers. We use this advantage to carry out pairing activities. Six classes in the central kindergarten and a village-run kindergarten form a kindergarten, and some hand-in-hand activities are carried out between kindergartens to promote the one-day activities of village-run kindergartens to be more standardized. After the establishment of the kindergarten, with the head teacher of the central kindergarten as the group leader, a detailed activity plan was made and colorful activities were carried out in view of the organization of one-day activities, the creation of kindergarten environment, the cultivation of children's work and rest habits, and the standardization of educational textbooks. Now, the branch garden has become a close partner. Teachers in the Central Park insist on tracking the activities organized by village-run park teachers once a month, guiding teachers to decorate the environment, making daily activity plans and writing game observation records. Let's discuss the scientific organization method of one-day activities. Teachers of village-run parks attend classes and participate in activities in the branch parks of the central park at any time, providing rich natural resources and materials for the central kindergarten, such as wheat straw, corn straw, sorghum straw, various grain seeds, various fruits and vegetables, etc. And provide rich game operation materials for the children in the central kindergarten, enriching the game content in the central kindergarten. Because the content and form of kindergarten activities are jointly decided by kindergarten teachers, it is very suitable for them. They showed great enthusiasm and initiative in the activities. Through repeated activities, they helped village kindergarten teachers to improve their teaching quality, and also promoted the central park teachers to continuously improve their own quality. Everyone has invisibly formed a good atmosphere of learning, competition and catching up, and their professional skills have been continuously developed. 2. Carry out teaching and research activities to improve teachers' professional skills. Teaching and research activities are an effective way to improve teachers' professional skills. We take teaching and research activities as a breakthrough to build a platform for teachers' quality construction. Adhere to the planning, timeliness and pertinence of teaching and research activities, and help teachers improve their quality in teaching and research activities. When carrying out teaching and research activities, through seminars, questionnaires and other forms, we will deeply analyze the problems existing in kindergarten teaching security with teachers, determine the focus of teaching and research work, formulate specific implementation measures, and mobilize teachers to actively participate. In the activities, teachers should be the masters of teaching and research activities and plan activities collectively. For example, in the process of curriculum construction, teachers begin to have a certain understanding of generative activities in theory, but in specific activities, there is a phenomenon that concepts and behaviors are out of touch. In view of the problems found, we first organized a teacher questionnaire, designed what activities you think are generative activities, how to establish the role of teachers in generative activities, and how to promote children's development in generative activities, so as to have a superficial understanding of teachers' generative activities. We found the reason why the concept and behavior are out of line, so we carried out teaching and research activities with the research of generative activities as the theme, and shifted the focus of training to cultivating teachers' specific practical ability. We adhere to the three-step approach and cultivate teachers' skills in organizing activities through discussion. The first is to carry out observation activities. In the process of learning other people's advanced experiences and practices, I will send teachers to study abroad, show the excellent cases I have learned, and then carry out observation activities in my town, so that teachers can take part with questions. What will I do if I organize this link? Did I find this problem? Is this theme suitable for children in our class? How to expand? And so on, let the goal of teaching and research be locked in a detail problem or a child's interest point, let everyone express their opinions, broaden their thinking, reach a consensus through comparative discussion, and develop a good habit of observing and thinking. The second is to organize meetings. When the teacher determines the theme of generating activities according to children's interests through observation, we should not let the teacher rush into it, nor blindly comment on the teacher's activities. Instead, a meeting is organized once a week for teachers to discuss. Everyone introduces their own themes, determines the basis and design ideas, and then everyone discusses the scheme, puts forward their own opinions, helps teachers to modify it, and forms a more reasonable implementation scheme, so that teachers can communicate with each other and make joint efforts. In this interactive learning process, teachers encourage each other, promote each other and get common development in cooperation. The third is to do a good job in summarizing the activity cases. Instruct teachers to record the process of each theme activity; Finally, the instructor sorted out the activity process, reflected on the successes and mistakes in the activity process, analyzed the reasons and thought about the improvement methods. Teachers have gradually developed the working habits of practice, thinking and summing up. We also help teachers to accumulate activity materials in time, form a case set of generative activities, and collect them in the education and teaching database, so as to accumulate materials for other teachers to choose and realize effective resource sharing. Teachers constantly absorb professional nutrition, improve professional skills, be willing to practice, be good at summing up, actively reflect on work practice and write experiences and papers. This year, six teachers' papers in our town won the first and second prizes in Shandong Province's paper appraisal, which better promoted the improvement of teaching guarantee quality. Second, starting with changing ideas, guide parents to participate in kindergarten education management. Family is an important partner of kindergarten. Based on the principles of respect, equality and cooperation, we should strive for parents' understanding, support and active participation, and actively support and help parents improve their educational ability. In the past, many parents paid insufficient attention to kindergarten education because of improper working methods. Some of their children are over three years old, and some do not participate in or support kindergarten activities, so family education cannot be carried out simultaneously. Under the guidance of the new "Outline" theory, we should take family education guidance as the focus of kindergarten work, explore effective ways of family education guidance, gradually form a joint force of family education, and comprehensively improve the quality of education. Our specific approach is: 1. Help parents change their ideas through parent-teacher conferences and parent schools. Parents' awareness of the importance of kindergarten education determines their participation in kindergarten education management. Through the questionnaire survey, we found that parents did not participate in kindergarten activities in the past, mainly because they lacked a correct understanding of preschool education. Many parents believe that it is the teacher's responsibility to educate their children when they go to kindergarten. Parents just need to let their children eat and dress well. Other parents use the standard of primary education to measure early childhood education, thinking that when children arrive in kindergarten, teachers will let them read and calculate problems, and the task of kindergarten work is not clear. In view of this situation, we make full use of the position of parents' meeting and parents' school to hold special lectures and organize parents to study the guiding outline and routine of kindergarten education. Parents have gradually defined the tasks of kindergartens, the educational value of kindergartens in the process of children's development, and improved their understanding of early childhood education. It is generally believed that games should be the main activity in early childhood, and parents should actively create conditions for children to play, support and participate in children's games, and encourage children to play happily and develop healthily in games. Now, parents of children in central kindergartens or rural kindergartens can actively prepare some game materials for their children, especially those in rural areas. When they go to work in the fields on Sunday, they take the initiative to take care of their children and support their games with natural materials at any time. For example, when harvesting corn, they will help children make guns with corn stalks and play the game of the People's Liberation Army catching bad guys. When harvesting sweet potatoes, take the children to the field to plant sweet potatoes, and let the children practice counting, comparing sizes, observing how much, etc. In the process of picking up sweet potatoes. Some parents use sweet potato seedlings to make straw hats, and children can imagine wearing them on their heads. Some parents repeatedly fold the stems of sweet potato leaves to make unique earrings. Girls put them on their ears, dress themselves up as beautiful princesses and play games to their heart's content. Parents are no longer afraid that their children will get dirty because of play. Even at home, parents try their best to create opportunities for their children to play games. For example, when peeling corn, parents will pile corn syrup aside and children can use it to build it at will. From time to time, parents will guide their children while working and encourage them to build more shapes. When choosing vegetables, parents will also let their children participate, perceive the characteristics and eating methods of different vegetables, and learn while doing and playing, so that children will gain a lot of knowledge about nature. In the process of playing games with children, parents also found a lot of childhood happiness, and gradually paid attention to kindergarten work. Some parents also actively promote their children who have not entered kindergarten to help them change their ideas. They all send their children to kindergarten as early as possible. Nowadays, many parents send their children under the age of three to kindergartens, which expands the scope of preschool education. 2. Give full play to the role of excellent parents and drive all parents to participate in kindergarten education. Parents have different understanding of early childhood education, so that some parents will not cooperate with activities that require parents' participation. To this end, we regularly carry out activities to select outstanding parents, encourage these parents to fully support kindergarten work, and encourage other parents to participate in kindergarten work as soon as possible. For example, in the process of learning the activity area, we suggest that parents create a free world for their children at home and cultivate their independence, creativity and sense of responsibility for self-service. Some parents feel very fresh and eager to try, so we guide these parents to create activity areas at home first, some with books, some with brushes, paper and scissors, some with building blocks, and some with all kinds of electric toys for their children. Other parents combine indoor and outdoor activities. In addition to building a doll house, a book corner and a performance area indoors, they also set up a feeding area for their children in the yard to raise small animals such as birds, chickens, ducklings and rabbits. Some have opened small plantations with their children and planted vegetables and small flowers in combination with the season; The creation of these small worlds gives parents more time and opportunities to get close to their children, get to know them, experience their growth and progress, and gain a new understanding of the role of family education. In the process of playing games with children, they understand new educational concepts, change their attitude towards kindergarten work, and try their best to support kindergarten work. In order to encourage parents, we organized the activity of selecting excellent parents, and selected these parents as excellent parents, and arranged excellent parents to introduce some practices of guiding children's games at home at the family education experience exchange meeting. Other parents were also inspired and changed their original practices. Now, parents are more and more enthusiastic about participating in and supporting kindergarten work, and gradually become kindergarten partners. 3. Attract parents to participate in early childhood education. Village kindergartens in our town have fewer teachers and more children, usually in one class. During the slack season, we organize parents who are willing to participate to take turns to help teachers prepare activity materials, make teaching AIDS and participate in children's activities. Some parents also take the initiative to take their children to nature to observe, feel, discover and explore, introduce some common sense of animal and plant growth and change to their children, enrich their social life experience and expand their cognitive scope. Parents became teachers' right-hand men. It is with the improvement of teachers' quality and the strong support of parents that all the work in our kindergarten has made new progress. Our central kindergarten successfully passed the acceptance of the demonstration kindergarten in Shandong Province. Four village-run kindergartens were rated as first-class rural kindergartens in Qingdao, and two kindergartens were rated as Jiaonan City and Rural Demonstration Park respectively. Of course, there are many effective ways to improve the quality of kindergarten education, and we will continue to explore and promote the all-round development of children.