How to improve the teaching ability of preschool teachers should start from the following five aspects.

The Outline of Education Reform and Development in China pointed out: "The hope of national rejuvenation lies in education, and the hope of educational rejuvenation lies in teachers". The development of education changes with each passing day. With the promulgation of the Guiding Outline of Kindergarten Education (Trial) and the continuous advancement of kindergarten curriculum reform, teachers are required to be newer and higher. It is the key to improve the quality of education and teaching to cultivate students' ability more effectively and solidly and to form a good learning attitude. Therefore, strengthening classroom teaching research, improving teachers' classroom teaching skills and promoting teachers' professional development are the focus of our work. Under the guidance of this goal, based on the reality of kindergartens, teachers and teaching, focusing on classroom teaching research, we will increase the intensity of attending classes, attending classes, evaluating classes and attending classes, and strive to improve teachers' classroom teaching skills, laying a foundation for the in-depth development of preschool education reform.

First, based on the reality of teachers, pay attention to solving teachers' practical problems and strive to promote teaching through "research".

The renewal of ideas needs to be firmly rooted in practice. Our garden puts the foothold on the practice of teacher education and teaching, pays attention to combining the reality of our garden, the current trend of preschool education reform and the spirit of the outline, and starts with the practical problems in teacher education and one-day teaching guarantee life, and actively carries out discussions to find the best educational strategy. Such as "how to introduce classroom teaching to attract children to participate in activities", "how to ask questions around the goal to make the problem level clear", "how to standardize classroom order and unexpected problems", "how to properly use multimedia technology to assist teaching" and so on. Because the problem comes from teachers' educational practice, teachers have a high enthusiasm for discussion and have expounded their own views. The problems solved have strong pertinence and effectiveness. From the discussion, we can see that teachers' educational concepts and teaching behaviors are quietly changing. The new ideas and concepts in the Outline have been deeply rooted in people's hearts. Teachers no longer focus on the surface of the problem, but reflect on their current teaching behavior, analyze children's behavioral motives through the problem, and interpret children's spiritual world, which fully embodies the educational thought of respecting children and taking children as the foundation. Recently, I also tried to carry out teaching case studies in combination with the syllabus, focusing on analyzing and solving problems from small aspects in the teaching process to help teachers reflect and grow.

Second, take classroom teaching research as the breakthrough point to improve teachers' classroom teaching skills.

(1) Attend more classes and urge teachers to prepare lessons carefully.

Teachers attend classes with each other, and park leaders attend classes more often, which is conducive to promoting teachers to prepare lessons carefully. We ask teachers not only to record the main contents, but also to have marginal notes in key links, and finally to have a simple general comment and describe their own views on teaching design, which are included in the evaluation of teachers' teaching work.

1. Listen to the research class: organize teachers to listen to the research class at the municipal and district levels, and collectively exchange and reflect on the content of the class after returning, and reach a consensus.

2. Listen to the master class: the apprentice listens to at least 3 master classes each semester, and after listening, the master and the apprentice give lectures together.

3. Listen to the lessons of key teachers: Young teachers can go to the park to listen to the lessons of key teachers when they are free, and answer questions among teachers after class.

4. Apprenticeship class: According to the actual situation of each teaching and research group, we should strengthen the classroom teaching guidance for young teachers by pairing, so as to track the way of attending classes, from the generation of topics to the generation of teaching content, from the setting of teaching objectives to the selection of teaching methods, from how to organize teaching to how to care for students ... from the design of questions to tips and guidance, and gradually cultivate teachers' classroom teaching ability. Our specific approach is as follows: Step 1: The master listens to the Pushing Hands class first, and after class, teaches him how to prepare lessons and write lesson plans (with emphasis on how to determine the teaching objectives), and teaches him to master the basic structure of classroom teaching. Step 2: Choose the content that is helpful for preparing lessons and guide how to write lesson plans in combination with the content. After class, the mentoring will reflect on themselves with the master. Step 3: After the improvement, attend other classes and focus on self-reflection. The fourth part: the teaching and research group prepares lessons collectively, helps them write teaching designs, attends classes in the group, and the teachers collectively comment on classes after class to help them master basic teaching methods.

(B) more guidance to promote teachers' standardized teaching.

1. Tip of the tongue class: Young teachers take tip of the tongue class in the teaching and research group after going out to attend classes. After class, convey the spirit of attending class, and the teacher will discuss and communicate collectively in combination with this class.

2. Research classes: According to the requirements of the teaching and research section of the District Education Bureau, as a demonstration kindergarten in the autonomous region, our park needs to show five demonstration classes to kindergartens and preschool teachers in the whole region every semester. We firmly seize this opportunity, take the demonstration class in the colorful area as a means, and hand over the task of taking the research class to young teachers in turn to provide them with opportunities to show themselves. Our garden prepares lessons and exchanges before class, and carefully writes lesson plans. After class, I will talk about several reasons for teaching design and my feelings after teaching, and then the teacher will carefully evaluate the class, affirm the advantages, point out the shortcomings and put forward the improvement plan. Make them grow up in teaching and research activities, and promote their classroom teaching skills and teaching quality to improve steadily.

(C) more reflection, and promote teachers to correctly understand themselves.

In the actual teaching process, we find that quite a few teachers can't reflect on classroom teaching in time, regard reflection as a burden, and write teaching reflection as a mere formality, which fails to achieve the purpose of reflection. In order to improve teachers' classroom teaching ability and teaching quality, we hold special lectures with the teaching and research group as the unit, adhere to the combination of collective reflection and individual reflection, and make teachers know themselves correctly through collective reflection and communication within the teaching and research group, thus truly improving teachers' classroom teaching skills.

Third, carry out teaching observation to improve the basic quality of teachers' business.

Teaching observation organized by kindergartens is an important way for teachers to learn and communicate with each other, and it is also an important form for kindergartens to carry out teaching research and explore teaching methods and laws. In order to make our teachers adapt to the flexible characteristics of the new curriculum as soon as possible and understand the significance and implementation procedures of online teaching, our school has carried out various forms of teaching and research activities, which have increased everyone's information, promoted thinking and provided opportunities to contact different viewpoints through interactive forms of discussion and exchange.

1. Activity observation in the activity area. Teachers in each class design and organize district corner activities according to the teaching objectives of the class and the level of children, combined with the development of the theme, and learn from each other in activity design, teaching implementation and teaching observation.

2. Teaching observation competition. The whole activity consists of three parts: the participating teachers telling the design intention, organizing teaching activities and improvising reflection on the spot. It can be seen from the competition that teachers' views on education, children and values are constantly updated and full of enthusiasm for the new curriculum reform. Before the competition, there were countless studies and exchanges between teachers, and they had a certain understanding and understanding of the new curriculum. Therefore, the content and design of competition activities can meet children's interests and needs, and games, a favorite form of children, run through the activities. Most teachers also pay attention to the mutual penetration of various disciplines and random moral education. Children are also willing to participate in activities, and they are also very happy in the activities, showing some imagination and hands-on ability. Teaching observation, in a certain sense, makes advanced educational concepts and teaching practices spread and popularize, and plays a positive role in improving teachers' educational behavior, improving teachers' professional ability and promoting teaching quality guarantee.

Fourth, the results achieved.

1. Interesting observation and discussion activities in English teaching. Liao Hongyan and Feng Chan both won the first prize in the English class. In June 2008, three teachers, Molinli and Liao, represented Diecai District to participate in the Guilin Music Teaching Exhibition.

2. Students' subjectivity and humanity are fully reflected in the classroom. Practicality, openness and activity are fully reflected in the classroom. Teachers have gradually changed from attaching importance to the form of cooperative learning to the quality of cooperative learning, and the effect of cooperative learning has made great progress.

3. The scientific research level of teachers has been greatly improved, and the participation rate of papers is 100%. The papers written by teachers have won the first, second and third prizes at the autonomous region and municipal level.

4. The teaching achievements have been significantly improved. Through the final investigation, children's abilities in all aspects have been improved to varying degrees, and "three satisfactions" have been achieved, namely, kindergarten satisfaction, children satisfaction and parents satisfaction.

Five, experience and thinking.

We firmly believe that the improvement of teachers' ability to control classroom teaching is the key to improve the quality of education in the whole park. In teaching, we should comprehensively promote the new curriculum reform, establish and improve an effective kindergarten-based teaching and research system, strive to embody "diversity" in the way of activities, "effectiveness" in the process of activities, and "humanization" in the system management, so as to mobilize the teaching enthusiasm of all teachers. Teachers' classroom teaching ability, professional quality and teaching quality have been steadily improved on the original basis, and they generally have the ability to actively observe and discover children's interests and needs; The ability of "dynamic design" and "random generation" courses and the habit and ability of collecting materials, recording and sorting out cases.

In the process of cultivating and improving teachers' classroom teaching skills, we deeply feel that teachers' educational ideas and classroom teaching skills are related to the quality of curriculum reform, and it is a long-term task to continuously improve teachers' classroom teaching skills at different ages. In the future work, our garden will focus on strengthening the construction of teachers of all ages and improving the classroom teaching skills of all teachers, such as: the ability to quickly judge, accurately screen valuable educational topics and choose appropriate activities; Ability to ask clever questions; The ability to reasonably grasp the rhythm of classroom teaching; We can flexibly and appropriately use the ability of multimedia-assisted teaching. So that teachers can really grow up to adapt to the practice and research of the new round of curriculum reform in our park and promote the modernization of kindergarten education.