Continuously improve the pre-school teacher training system. At present, the number of preschool teachers in China is in short supply, and high-level preschool teachers are even more scarce. The fundamental reason is that the teacher training system is not perfect. Therefore, we should constantly improve the pre-school teacher training system. Throughout the world, the improvement of preschool teachers' academic level is the general trend of educational reform and has inherent inevitability. However, in improving the level and speed, we should also adhere to the principle of seeking truth from facts and analyze specific problems; We should give full consideration to China's national conditions and not rush headlong into it. We should proceed from the reality of local economic and social development, fully consider the actual needs of society, and allow the hierarchy of professionals and the imbalance of preschool education development in different regions; At the same time, corresponding supporting measures should be given to ensure that the trained preschool teachers are recognized by the society.
(2) Establish the training standards for preschool teachers as soon as possible. For a long time, China has not formulated a special education standard for preschool teachers. The specifications of preschool normal education are generally explained in the corresponding "teaching plan" of normal education. At present, a large number of secondary preschool teachers' schools have been restructured, upgraded and merged, and it has become an important task for the reform and development of preschool education in China to formulate a clear training standard for preschool teachers as soon as possible. The setting of standards should take into account different levels and types of education, and make specific provisions and requirements in morality, knowledge, ability, body and mind. The training goal should be to train teachers, preschool education administrators, family education guidance and researchers who love preschool education and have professional knowledge of preschool education and can engage in teaching and research work in kindergartens and other related institutions.
Third, we should actively understand and accept new educational ideas and turn them into educational behavior, which will act on practice;
Fourth, we should have good communication skills, management and organization skills, and a lively, cheerful and proactive personality suitable for young children. Only by introducing the training standards for preschool teachers as soon as possible, raising the threshold of preschool teachers, improving the overall quality of preschool teachers, improving the quality of preschool teachers, and realizing the integration of educational theory and practice, preschool teachers can meet the needs of society for multi-level high-quality preschool education talents.