First, the main problems in the training of preschool teachers in China at present

(A) teacher training system structure is unreasonable

For a long time, China's preschool teachers' normal school is the main institution to train preschool teachers, and preschool teachers with technical secondary school education are the main part of our preschool teachers' team. 1In March, 1999, the Ministry of Education issued "Several Opinions on the Adjustment of the Layout of Normal Universities", demanding that the goal of hierarchical institutions in normal universities should be changed from the third level to the second level, and secondary normal education should be gradually abolished. In this context, in order to seek its own development, pre-school teachers' schools at the technical secondary school level have improved their own school-running level by merging into universities, upgrading independently, and holding "three-two-stage" or "five-year consistent" specialized education. A pre-school teacher training system based on undergraduate and professional courses has been initially formed. Due to the lack of clear implementation steps and practical and reasonable regional planning in the reform of preschool normal education in China, this phenomenon of blindly improving the level of running schools regardless of the actual needs of society and its own conditions directly leads to a serious fault in the training of preschool teachers. As far as the development of preschool education in various regions is concerned, rural areas, suburbs and economically underdeveloped remote areas often lack preschool teachers. After the adjustment of the structure of normal education, many preschool teachers' schools ceased to exist because of the merger or upgrading of preschool teachers' schools, and the number of preschool teachers with middle and low academic qualifications trained for urban grassroots and rural areas decreased year by year. Pre-school teachers trained by pre-school education majors in colleges and universities are mainly oriented to urban kindergartens. Due to the backward social and economic development level in rural areas, it is difficult to supplement qualified preschool teachers, which makes the supply situation of preschool teachers in rural areas more severe.

(B) teacher training standards are not clear

With the rapid popularization of higher education and the rapid development of preschool education in China, the training scale of preschool teachers is expanding and the level of running schools is improving rapidly. Accordingly, there have been qualitative and quantitative changes in personnel training objectives and training specifications, but there are no unified and clear standards and regulations at the national level. According to the actual situation and their own conditions, most schools have failed to change their school-running ideas in time, find the correct orientation of schools, and comprehensively adjust the talent training model. Some schools, especially preschool normal schools, often have different majors and different levels of running schools; Some schools also run high schools or art high schools; Some schools mix junior college and technical secondary school. It leads to the confusion of school-running ideas and modes, which seriously affects the quality and effect of education. There is no goal orientation, no direction and goal in running a school, and the development potential of the school is seriously insufficient.

(C) The curriculum system is in urgent need of reform

The cultivation of preschool teachers requires the cultivation of practical talents with good theoretical literacy, good educational skills and conservation skills. With the improvement of the educational level and ability requirements of preschool teachers, neither skilled teachers nor theoretical teachers can meet the needs of the current development of preschool education, but should be talents with both. Judging from the current curriculum of preschool education, the curriculum of normal universities shows the disadvantages of "emphasizing theory over practice and cultural quality over teaching skills"; The curriculum of normal colleges lacks integrity and uniqueness, and attaches importance to skills rather than theory; However, secondary preschool teachers emphasize artistic style [3]. Although some schools have realized the gap in training mode and made adjustments, they have not found suitable strategies. They blindly add and subtract classes in order to achieve their goals, which leads to complicated course content and chaotic system. In addition, due to the lack of corresponding teachers and professional theoretical guidance, traditional advantages are lost and resources are wasted. The trained students are not as good as the traditional secondary school students in skills and not as good as the traditional junior college students in theory.

(D) On-the-job training needs to be solved urgently.

Some researchers have investigated 30 districts and counties in five provinces and cities in the east, middle and west of China/KLOC-0. As a result, nearly 90% kindergarten directors think that "too few teacher training opportunities" is one of the main difficulties they encounter in their work. [4] The lack of continuing education and on-the-job training has become an important reason that restricts the professional development of preschool teachers. Faced with the situation that in-service preschool teachers have outdated knowledge and their academic qualifications are not up to standard, the education authorities have no strong training measures. First of all, the opportunities and conditions for preschool teachers' training and learning are not well guaranteed. For example, the continuing education program for primary and secondary school teachers initiated by the state does not include preschool teachers; Most of the famous teacher projects and backbone teacher projects in various places are also out of touch with preschool teachers. Secondly, the goal of on-the-job training deviates and the effect is low. At present, most pre-school teachers' on-the-job training institutions are engaged in compensatory education with academic qualifications. In addition, the lack of purposefulness, planning and systematicness in training, as well as the single, repetitive and inefficient training form, make only some on-the-job training a mere formality, which can not fundamentally improve preschool teachers' educational and teaching concepts and teaching skills. Third, there are great differences in on-the-job training of preschool teachers between counties and cities with unbalanced economic development [5]. As far as on-the-job training of teachers is concerned, both rural areas and cities should attach importance to it, especially in today's rapidly changing educational concepts.

Second, the current countermeasures and suggestions to deal with these major problems

Preschool education is an important part of the national education system and the basic link of life education. Building and optimizing a team of high-quality preschool teachers is the key to ensure and promote the healthy and stable development of preschool education.

(1) Continuously improve the pre-school teacher training system.

At present, there is a shortage of preschool teachers in China, especially high-level preschool teachers. 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. Specifically, while doing a good job in preschool education in normal colleges, we should concentrate on planning and building a number of preschool teachers' colleges [6]. Backward provinces can allow some secondary preschool teachers' schools to be retained and expand enrollment plans for preschool education majors at all levels. Colleges and universities should undertake a large number of pre-school teacher training tasks, reduce or cancel the enrollment of vocational secondary schools or high school kindergarten classes, implement separate enrollment of pre-school education majors in advance, and encourage outstanding students to apply for pre-school education institutions and majors. (B) as soon as possible to develop pre-school teacher training standards [7]

For a long time, China has not formulated special standards for preschool teachers' education, and the specifications of preschool teachers' education are generally stated 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. Specifically, first of all, we must have lofty professional ideals of loving education, children and dedication, and set a good example for children; Secondly, we should have extensive scientific and cultural knowledge and various hobbies, master the laws of children's physical and mental development and appropriate educational methods, and have extensive basic knowledge of humanities, artistic talent in music art and primary foreign language listening and speaking ability; 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.

(C) update the teaching content and adjust the curriculum structure.

Early childhood education has special requirements for teachers' professional knowledge and skills. In view of the fact that the curriculum of early childhood education lags behind the development needs of early childhood education, it is necessary for early childhood education to adjust the curriculum structure according to their respective training objectives, academic qualifications and teachers' level, find a balance between normal and academic, "adhere to the principle of paying equal attention to literacy and skills" [8], consolidate basic theoretical courses, highlight professional courses, attach importance to instrumental courses, strengthen practical courses, and consider students. The teaching content should also be adjusted, so as to delete outdated content and add new content that can reflect the new progress of educational theory and preschool education reform practice. The curriculum should grasp the specialty particularity and optimize the curriculum structure from the students' reality and the society's demand for preschool teachers. It is necessary to construct a new curriculum system, reform the traditional curriculum system of preschool education specialty, and explore a curriculum system that can cultivate students to adapt to various teaching modes; It is necessary to reform teaching methods, reform the mode of emphasizing classroom but neglecting practical teaching, adopt "simulated classroom" and "practical operation", increase the class hours of "observing and recording children's behavior", expand the content of "children's development", attach importance to the inspection of "reading notes after class", and strengthen the cultivation of students' theoretical literacy and practical ability. It is necessary to innovate curriculum design and build a reasonable curriculum system such as professional compulsory courses, professional elective courses, public compulsory courses, public elective courses and practical activities courses; It is necessary to innovate skill training, endow traditional skills with new connotations, add new skills needed by the development of the times, and put forward new requirements for skill assessment.

(D) Vigorously strengthen on-the-job training, and constantly improve the quality of teachers.

According to the requirements of the Regulations of the Ministry of Education on Continuing Education for Primary and Secondary School Teachers, the training of preschool teachers should be incorporated into the local continuing education plan for primary and secondary school teachers, and the training of preschool teachers should be strengthened vigorously, so as to be planned, funded and assessed, and the professional quality and ability of teachers should be continuously improved, so that preschool teachers can adapt to the requirements of modern preschool education. In order to improve the effectiveness of teachers' on-the-job training, on-the-job education should be changed from "academic education" to "ability education". Strengthen the close connection between after-service education and teachers' teaching practice, and serve the front-line teaching based on teachers' needs. Local governments should strengthen the construction of teacher training and continuing education institutions at the county and township levels, and gradually establish a continuing education system for teachers focusing on county-level teacher training institutions. Establish training outlets and regularly train preschool teachers. There are various forms of training: first, normal colleges hold short-term training courses, mainly to teach educational theories and train professional skills; Second, the education administrative department and the teaching and research institutions jointly or separately hold the on-site observation meeting and experience exchange meeting of the kindergarten system; Third, kindergartens carry out kindergarten-based training, that is, carry out collective teaching and research activities such as preparing lessons, attending classes and evaluating classes. On-the-job training of preschool teachers should form a system, which stipulates that teachers must receive several short-term trainings in normal universities within a certain period of time in order to update their knowledge and skills and improve their professional quality. The local education administrative department should regularly assess the professional quality of preschool teachers and reward and punish them according to the assessment results.