Teachers' professional self-awareness refers to teachers' overall understanding, experience, evaluation and expectation of their professional status in the educational situation. Today's "student-oriented" educational concept calls for preschool teachers' professional self-awareness, and requires preschool teachers to be all-round development and perfect personality, and should strive to become the main body of consciously creating their own professional life. Teachers are a highly self-disciplined profession, and the professional self-awareness of preschool teachers has obvious constraints on professional development. In the time dimension, the professional self-awareness of preschool teachers includes the awareness of their past professional development process, current professional development status and level, and future professional development planning; In the content dimension, it includes the self-awareness of preschool teachers in terms of professional quality, educational concept, professional knowledge, professional ability and professional wisdom. The professional self-awareness of preschool teachers is the basis and premise for them to truly realize their independent professional development. It can not only combine their past development process, current development situation and possible future development level, so that the current development level will affect their future development direction and degree, and the future development goals will dominate today's educational behavior, but also enhance their sense of responsibility for their professional development, thus ensuring their self-renewal orientation of professional development. The low or high professional self-awareness of preschool teachers will affect and hinder the professional self-development of preschool teachers to varying degrees. For example, if a preschool teacher thinks that preschool education is a stable and unchallenged occupation, and it is a kind of mechanical repetitive work day after day and year after year, then a 30-year preschool teacher's career may be to repeat his work 30 times a year; However, if you overestimate your professional self, be too confident or even conceited, you will despise educational theory and other people's beneficial educational experience because of blind self-esteem.

Second, self-planning: the key to the professional self-development of preschool teachers

Teachers' professional development is a continuous and long-term accumulation process. Any teacher's professional development and growth must go through a process from quantitative change to qualitative change, and there are stages of development. The self-planning of preschool teachers' professional development is a reference framework for preschool teachers to design their own blueprints and provide guidance, supervision and reflection for their professional development. Therefore, preschool teachers need to understand the phased theory of teachers' professional development, comprehensively analyze their own situation, correctly judge their current development status, predict their own development direction, determine their own development goals, and make development plans, so that their professional development can be carried out in an orderly manner on the basis of professional metacognition. Preschool teachers generally go through the following four stages from entry to maturity: First, the stage of adapting to their career survival. This is a challenging period for kindergarten teachers, which means that as a new kindergarten teacher, he is eager to succeed in a new world. At the same time, in the face of the complicated educational situation and working environment, the personal ambivalence of preschool teachers is constantly forming, and confusion is also emerging. The second is to have a stage that is compatible with professional ability. Kindergarten teachers at this stage often ask themselves some similar questions: "How can I help a shy child?" "How can I help a naughty child?" "How can I help a child who seems unwilling to study?" Wait a minute. At this time, teachers' educational ability has shifted from the original formal level to some specific issues related to education and children's development. The third is the stage of getting tired of doing the same thing with children. At this stage, kindergarten teachers have begun to be reluctant to work with children, but prefer to chat with colleagues, read magazines, or search for other information through various channels, and have also begun to pay attention to some new developments in their professional fields. At this time, the professional development of kindergarten teachers has begun to enter the theoretical level. The fourth is the relatively mature stage of this major. At this stage, preschool teachers have enough experience in education and teaching, and can put forward some profound and abstract questions that need to be reflected and explored. At this time, the professional development of preschool teachers has begun to sublimate to the spiritual level of education, and they have a relatively mature understanding of education. The theory of preschool teachers' professional development stage requires preschool teachers to do the following when making professional self-development plans: first, analyze themselves and fully understand their abilities, interests, strengths and weaknesses; Secondly, environmental analysis, grasping the general direction of professional development, combining self-development with the needs of schools, society and students; Third, establish goals, form a professional development vision, and list priority development areas, short-term goals and long-term plans; Finally, draw up the career development path and carefully design the action plan.

Third, self-reflection: an effective way for preschool teachers to develop themselves professionally.

Reflection is a way of thinking, which is to sort out a lot of rich, concrete and vivid perceptual materials in the mind, and use the thinking forms such as summary, judgment and reasoning to carry out the thinking process of removing the rough and selecting the essence, removing the false and retaining the true, going from here to there, and from the outside to the inside. Schon, an American scholar, believes that the most important way to improve people's professional level is not to leave the specialized study of professional activities, but to constantly reflect on it in professional practice. American psychologist Posner put forward a formula for teacher growth: "Experience+reflection = teacher growth." Professor Ye Lan, a famous educator in China, also pointed out: "A teacher who has written a lifetime lesson plan may not become a famous teacher. If a teacher has written reflections for many years, he may become a famous teacher. " It can be seen that self-reflection is an important source of teachers' professional knowledge and ability and an effective path and method for teachers' professional self-development. Self-reflection emphasizes the thinking and experience of preschool teachers. Experience refers to the conscious understanding and reflection of preschool teachers on educational behavior as the main body of education. Experience makes self-reflection transcend the pure technical or methodological level and become the existing way and professional life style of preschool teachers. As we all know, professional knowledge is based on professional experience, but if we can't actively experience and reflect on our own experience, experience will not make much contribution to the growth of professional knowledge. Positive experience and thinking can make preschool teachers learn some situational and personalized practical knowledge from experience, understand the significance of education and put forward new educational methods. In order to experience and reflect effectively, preschool teachers can help themselves to reflect on education by writing reflection notes. Reflective notes are written casually, that is, to record some feelings, ideas and puzzles in the process of education and teaching, and to help them re-examine and understand their educational and teaching behavior. For example, what do you think are the best and worst teaching segments in a class? Why do you think so? What instructional designs have achieved the expected results? Which children have improved their grades? Wait a minute. Spend dozens of minutes every day thinking and answering these questions, whether simple or detailed. These answers are of great significance to deepen your understanding of teaching, find out the problems existing in your teaching practice and seek improvement. Therefore, we can take writing reflection notes as an important way for preschool teachers to reflect on themselves, which will be very helpful for preschool teachers to consciously improve their educational reflection ability.

Fourthly, achievement motivation: the fundamental motivation of preschool teachers' professional self-development.

Achievement motivation refers to an internal motivation that individuals transformed from desire for achievement are willing to do what they think is important and valuable, and strive for success. It is also the internal mechanism and motivation to inspire people to succeed. Due to the differences in various aspects, the level of individual achievement motivation is also different. People with different levels of achievement motivation will have different performances and feelings when they are engaged in the same job. Kindergarten teachers are no exception. Even in the same kindergarten, kindergarten teachers with high achievement motivation will often work hard for their high goals, and their professional development process will be faster and their professional development level will be higher; Low achievement opportunities make preschool teachers tend to work hard for their own low goals, and their professional development process will be slower and their professional development level will be reduced accordingly. Therefore, whether preschool teachers can jump from the initial novice teachers to expert teachers depends on their personal achievement motivation, that is, whether they have persistent pursuit of preschool education and their own continuous efforts. Some researchers have conducted an in-depth study on the outstanding preschool teachers in Shanghai, and the results show that lofty career ideals are the fundamental driving force for outstanding preschool teachers to devote themselves to education. It is reflected in their trust and love for their children and their selfless dedication to their education. They try their best to solve the difficulties encountered in their work, think positively about the problems in education and teaching, work actively for years, accumulate all kinds of experience and knowledge, make their work more and more handy, and show high educational wit and wisdom. It can be seen that with high achievement motivation and lofty career ideals, strong work motivation can be generated and faster and higher career development can be realized.