Since the reform and opening up, with the continuous development of the country's economic level, the country has paid more and more attention to education, and people have gradually realized the importance of preschool education. Economically developed cities have continuously increased their investment in preschool education and developed rapidly. However, the development of rural preschool education is worrying, and the overall development level lags far behind that of big cities. One of the main reasons is the low quality and poor comprehensive quality of rural preschool teachers. Teachers, as the main participants in preschool education, are self-evident, so to improve the level of preschool education in rural areas, we must first improve the quality of preschool teachers.

According to the survey, at present, rural preschool teachers generally have the following problems.

(1) The professional quality of preschool teachers in rural areas is poor, and it is difficult to recruit professional teachers in rural areas because of poor conditions. Therefore, most of them are non-professionals who have graduated from junior high school or even graduated without systematic study. Children's education needs all-round development of morality, intelligence, physique and beauty, but the education they should receive such as dance, music and painting can't be fully studied or even understood because of the teacher's reasons. For example, the performance program on June 1 needs to be arranged. Many teachers look for videos from the Internet and then teach them to their children in the same way. Innovation is meaningless, and children can't experience fun at all. Moreover, they lack professional theoretical knowledge of preschool education and do not understand children's psychological characteristics. For example, a teacher who teaches in Montessori kindergarten doesn't know what Montessori means, let alone Montessori education law and Montessori preschool education theory. What's more, I haven't even read the Guide to Learning and Development for Children Aged 3-6. Why?

(2) The concept of rural preschool teachers is backward, and many teachers have not correctly realized that kindergarten education should adhere to the principle of combining conservation with education, educate children in an all-round way of physical, intellectual, moral and aesthetic development, and fully implement the goal of conservation education proposed in the Regulations on Kindergarten Work. Simply think that kindergarten teachers only look after children and don't know how to respect their personality. According to the Regulations on Kindergarten Work, teachers should be the supporters, collaborators and guides of children's learning activities in the process of education. Communicate with children in a caring, accepting and respectful manner. Listen patiently, try to understand children's thoughts and feelings, and support and encourage children to explore and express boldly. However, many teachers often can't do this. What can be seen in kindergarten teachers is that children sit neatly in a row in front of the teacher, with their small hands behind their backs, and dare not twist at will, let alone ask questions.

(3) The teaching staff is unstable, because many teachers are recruited temporarily, and there is neither establishment nor generous salary, and there is no five insurances and one gold guarantee for teachers in the establishment. Unprotected, lacking in hard work and competitive consciousness, he looks like a temporary worker. Working here is only a stopgap measure, not a long-term solution. Once you encounter anything unsatisfactory or find a better job, you will resign, get married and have children. And recruit new teachers at the same time. For young children, what is different is a teacher, and the same is an unprofessional teacher.

These are just some problems among rural preschool teachers, but they are urgent problems to be solved. On the one hand, these problems are caused by teachers' low quality, low education level and lack of on-the-job training opportunities. Faced with this problem, the local government should increase financial input and provide pre-service professional training for these non-professional teachers. According to Article 18 of the Teacher Law of People's Republic of China (PRC), people's governments at all levels and relevant departments should run normal education well and take measures to encourage outstanding young people to enter normal schools at all levels. Teachers' training schools at all levels undertake the task of training primary and secondary school teachers. Non-normal schools (including kindergarten teachers) should undertake the task of cultivating and training primary and secondary school teachers.

Improve their professional quality, issue certificates to those who meet the requirements, and adopt certain welfare protection policies to retain these teachers, safeguard their rights and improve the stability of the teaching staff.

On the other hand, the reason is the limited rights of teachers. The education department should clarify the main body of running the park, return the management right to the kindergarten, allow teachers to arrange courses freely to a certain extent, compete with each other to improve the teaching vitality, increase the characteristics of running the park, and let kindergarten teachers adapt to local conditions and let a hundred flowers blossom. Only in this way can kindergartens meet the requirements of children's development and conform to the development trend of the times. Kindergartens in rural areas can also produce excellent children.

In recent years, with the great attention and strong support of the party and the government, preschool education in China has developed rapidly, and some experts have called for "the spring of preschool education has arrived." But in fact, the spring of preschool education has not really arrived, and it still faces various difficulties, and there are still many problems to be solved urgently. Especially in rural areas, although preschool education has developed rapidly, there are many obstacles, among which teachers are a major bottleneck restricting its development. Compared with ordinary rural kindergartens, township central kindergartens are more representative and have higher research value. Because the township central kindergarten is in a very critical position, it is an important link between the first-level county and city kindergartens and the lower-level rural kindergartens, and has an important demonstration role in the development of rural kindergartens. Therefore, this study takes a township central kindergarten as a case, focusing on its teacher management, in order to provide reference for the construction and management of rural preschool teachers.

Preschool education is related to the development of a person's life and to thousands of families in Qian Qian. The quality of kindergarten teachers is the premise to ensure the quality of preschool education. The management of kindergarten teachers involves all aspects, especially the management of rural kindergarten teachers is very complicated. Due to my limited level and lack of in-depth research on related theories, there are many shortcomings in this paper. I hope I can continue to think and improve in my future study, work and life.