(A) the concept of training

Training is a planned and organized education and learning provided by the organization, which aims to improve employees' knowledge, skills, work attitude and behavior, make them play a greater potential to improve their work performance, and finally realize the activities of improving organizational performance.

(B) Training related theoretical research

1, early training theory. The early employee training theory originated from the scientific management theory in the early 20th century. Frederick? FrederickWindowTaylor published "Principles of Scientific Management" in 199 1, pointing out that only through strict selection and scientific training can outstanding talents be obtained. Another representative of this period is Marx? Max we-her believes that in an ideal enterprise organization, employees must undergo formal training to achieve good organizational performance. In addition, 1993, Hugo? HogoMunsterberg published Psychology and Industrial Efficiency, which discussed the influence of environment, psychology and other factors on production and labor efficiency from the perspective of psychology, and discussed the problems existing in the selection and training of civil servants and soldiers.

2. Modern training theory. The training demand analysis theory is McGonagall (MC; Gehee) and Thayer put forward it for the first time in Training in Enterprises and Industries. This theory measures and analyzes every level of an organization and plays an important role in selecting qualified employees and designing training plans. Today, scholars at home and abroad are still using this theory to analyze training needs. 1965, Paul? Lengrand first put forward the concepts of continuing education, training and lifelong education. This innovative theory broke through the traditional educational concept and set off a wave of lifelong education around the world.

3. China's training theory. Joe compares the common simulation methods in training, analyzes and studies training simulation, role-playing and computer simulation, and lists examples of comprehensive application of these methods. Yang analyzed nine employee training modes mainly discussed in western theoretical circles, including systematic training, consulting training, planned training and sustainable development training. Lu Huiwen analyzed the training standards, role learning and role training of role-playing, and put forward methods such as simulation, case analysis, commercial games, job rotation, practice group, mentoring system, and leaderless group discussion. Lv Feng analyzed the training evaluation and put forward the steps of training evaluation: 1 training demand analysis; 2. Clarify the assessment port; 3. Establish training evaluation database; 4. Clarify the level of training evaluation; 5. Adjust training programs; 6 communicate the training results. In short, there are many research theories about the basic theories and methods of training. Compared with the mature training theory in developed countries, the theoretical research in this field in China is mostly "imported" and there are few innovative theoretical viewpoints.

Second, analyze the current situation and training problems of preschool teachers.

(A) the status quo of preschool teachers

1, high turnover rate. With the rapid development of economy and the continuous advancement of reform, the number of kindergartens is increasing, and the demand for preschool teachers is increasing. Teachers' colleges have also increased the pre-school education major and expanded the enrollment scale, but the kindergarten teacher industry has been in a state of "willing but unable". This phenomenon is attributed to the high turnover rate. In 20 15, China Education News conducted a questionnaire survey on 13 1 preschool teachers, and 3 1.30% of them had the idea of leaving their jobs or had already left their jobs. A large number of preschool teachers submitted their resignation letters after working for several years, leaving the preschool education industry, and most of them were non-compiled. A large number of resignations in the preschool education industry made the profession of preschool teachers once hot.

2. I can't bear to look directly at my salary. Although the kindergarten teacher industry has been in a state of "more monks than porridge", its salary cannot be directly proportional to the hot recruitment phenomenon. According to relevant research, the annual salary of rural preschool teachers in China is only about 8 thousand to 10 thousand, and the ultra-low salary can not meet the living expenses of preschool teachers at all. Moreover, there are nearly 16% of teachers in public kindergartens in China, and the salaries of these supernumerary teachers are even lower. The wages of preschool teachers in cities are higher than those in rural areas, but far lower than those in other occupations. According to statistics, according to the latest statistics of professional friends, 30% of kindergarten teachers earn less than 2,000 yuan a month, and nearly half of them earn between 2,000 and 3,000 yuan a month. Only 3.3% of the total number of kindergarten teachers earn more than 4500 a month. The salary problem that kindergarten teachers can't bear to look directly at is no longer news.

3. Work pressure that can't be ignored. The 8-hour working system has long been well known, but in the investigation of the reasons for leaving kindergarten teachers, it is found that the 8-hour working system is far from completing its work tasks. In recent years, news broke out constantly, and the working hours of kindergarten teachers often reached 12 hours. Children's abundant energy and lively personality make the work of kindergarten teachers need a strong body. The children's endless crying constantly impacted the spirit of kindergarten teachers. Long working hours, tired physical condition and depressed emotions make the work pressure of preschool teachers enormous. Careless work pressure often makes preschool teachers emotional and irritable. If the rescue is not timely, it will cause teaching accidents. Therefore, the media often broke the news that kindergarten teachers abused children.

4. Impetuous and uneasy living atmosphere. With the deepening of the financial crisis, the rising inflation rate and the rapid rise of house prices and prices, most kindergarten teachers are a new generation of young people. Facing the continuous wage increase, the quality of life declines and the pressure of life increases. Under the double oppression of work pressure and life pressure, the psychological pressure of the younger generation of kindergarten teachers will continue to increase. If the pressure is not relieved and released in time, it will cause many tragedies, which is also a lot of tragedies in life.

(B) kindergarten teacher training analysis

1, insufficient induction training. At present, the professional qualifications of preschool teachers in China are uneven, and there are very few preschool teachers with high academic qualifications. According to the survey, at present, only about 40% of preschool teachers have college education or above, most of them have higher vocational education, and even nearly 16% have non-professional preschool education background. The recruitment phenomenon of "more monks than porridge" makes every kindergarten train for about half a month before taking up its post. The training content is not comprehensive and detailed, the training time is too short, and the prescribed qualified standard line is too low. This kind of inadequate induction training makes kindergarten teachers lack professional quality, and even can't feel a sense of belonging to kindergarten. Low academic qualifications and inadequate on-the-job training make the professional quality of such preschool teachers fail to meet the professional requirements.

2. Lack of awareness of on-the-job training. The professional quality of preschool teachers is insufficient. Judging from the requirements of training future-oriented modern preschool teachers, there are still some problems in the teaching objectives, contents, courses, methods and means of preschool normal education, which cannot meet the new needs and is not connected with preschool education. For a long time, there has been a phenomenon of one-sided emphasis on artistic skills, professional theoretical knowledge and teaching skills of various subjects in preschool education, but most preschool teachers can't meet the requirements because of their low academic qualifications. At present, kindergarten teachers in China have insufficient understanding of on-the-job training. At present, only foreign-funded enterprises attach great importance to training. Most of the so-called training in state-owned enterprises and private enterprises is a process, but little attention is paid to it. The same is true for educational institutions like kindergartens. The lack of training consciousness makes the on-the-job training of kindergarten teachers basically idle, which leads to the failure to improve their working ability, the increasing difficulty of work and the low enthusiasm for work.

3. Development training is not in place. Preschool teachers encounter a series of difficulties and setbacks after taking office, such as long working hours, excessive physical labor and low mood. The best way to solve the problem is to carry out developmental training for preschool teachers. Pre-job training and continuing training for preschool teachers can improve their professional quality and work efficiency during the training process. However, most kindergartens in China have no training plan at all, and only a few kindergartens with training plans can't do it in place and can't solve the essential contradiction. Invalid training not only wastes preschool teachers' rest time, but also makes preschool teachers have resistance and increases the turnover rate.

Thirdly, some suggestions on preschool teachers' training.

(1) Intensify pre-job training. Although most preschool teachers are in a state of low academic qualifications, the state has begun to pay attention to it, and normal colleges and comprehensive colleges are also adding new preschool education majors, constantly enrolling students, and solving the problem of low academic qualifications from the root. However, the implementation of this method takes a long time, and pre-job training is the fastest way to solve the low professional quality of preschool teachers. Strengthen the pre-job training, improve the content of pre-job training, improve the qualification standard of pre-job training, so that the applicants for pre-job training can meet the requirements of kindergarten teachers to the greatest extent, so that kindergarten teachers can gradually adapt to the kindergarten culture and innocent nature of children during the pre-job training process, so that kindergarten teachers can really fall in love with this profession during the training process, have a sense of belonging to kindergarten and reduce the turnover rate.

(2) Improve the awareness of on-the-job training. On-the-job training refers to the training that employees receive in the workplace and in the process of completing production tasks. On-the-job training of employees is the continuation and development of pre-job training, and it is an important method and step to transition from the low or primary stage of training to the intermediate stage. The lack of on-the-job training awareness of preschool teachers makes it impossible to solve a series of problems encountered by preschool teachers in the teaching process, so it is imperative to improve their on-the-job training awareness. The cultivation of supplementary learning ability can make the lack of knowledge and skills of preschool teachers in the teaching process be supplemented in the training, thus improving the teaching quality. Kindergartens should organize some excellent kindergarten teachers to carry out training, stimulate their skills, encourage them to think with wisdom, and quickly put forward strategies, procedures and methods to deal with problems when emergencies occur in kindergartens, so as to help kindergartens solve problems.

(3) Improve the implementation progress of outward bound training. Developmental training is an effective way to cultivate the specialization of preschool teachers. In the implementation of developmental training, preschool teachers are trained to meet the new needs in teaching objectives, contents, courses and methods, and can be taught in combination with the reality of preschool education. The full implementation of developmental training improves the teaching quality of preschool teachers, and in the process of implementing developmental training, it reduces the negative emotions of preschool teachers to kindergartens, increases their sense of belonging to kindergartens, and dispels their enthusiasm to leave kindergartens.

(4) Strengthen the cultivation of humanistic quality. The cultivation of humanistic quality is for the all-round development of people, and it is carried out when enterprises treat employees as all-round development people. At present, our country is not doing well enough in this respect, and few enterprises conduct humanistic training for employees. However, kindergarten teachers are a special profession, facing a group of children who know nothing about life, the world and the future. To cultivate the humanistic quality of preschool teachers is to make them a conscientious person, a wise person and a cultivated person. This is the basic condition for being a good people's teacher. The cultivation of humanistic quality begins with the consciousness of human nature and focuses on the subtle influence of emotion. It doesn't force you to do what you want to do, but inspires you to do what you should do since the Enlightenment. It advocates self-cultivation and makes people understand the truth of being a man from the root.

(5) Establish a training base. Outward bound training is an outdoor experiential training. Experiential training emphasizes that employees "feel" learning, not just listening to lectures in class. The establishment of the training base can not only allow preschool teachers to carry out outdoor training and experiential learning in person, but also facilitate the implementation of various trainings such as pre-job training, on-the-job training and humanistic training. To make preschool teacher training a system and export preschool teachers with professional teaching quality, excellent humanistic quality and noble moral standards for kindergartens.

(6) Reserve academic ability training. Establish the lifelong career concept of preschool teachers, train preschool teachers to reserve academic ability in addition to professional skills training, and cultivate and enhance their awareness and ability of continuous learning. The cultivation of reserve learning ability can promote the concept of lifelong education, adapt to the changes of the times, meet the needs of society, and make preschool teachers not be eliminated in the process of social development. To sum up, although due to social and economic factors, preschool teachers are in a strange state-"more monks than porridge" and their wages are low. But now people have realized the existence and seriousness of preschool teachers' problems, and made education reform plans. It is reported that this year, the Education Bureau has issued a salary increase plan for preschool teachers, and non-staff personnel and staff members receive equal pay for equal work. Although the country has fundamentally proposed a solution to the problem of kindergarten teachers, the cultivation of excellent kindergarten teachers is still inseparable from training and needs to be carried out continuously.

Author: Wang Hengxiaoyuan Idy Unit: School of Business Administration, Dalian University of Finance and Economics.

References:

[1] Lin Sen. A summary of the theoretical research on employee training at home and abroad [J]. Foreign trade and economic cooperation, 20 12(2)

[2] Lu Huiwen. Role-based Training [J]. China Human Resources Development, 2004(4)

[3] Peng Jianfeng. Introduction to human resources [M]. Fudan University Press, 2003

[4] Lin Yuanyuan, Zhang Keming. Present situation and development suggestions of preschool teachers' training in poverty-stricken areas [J]. Research on preschool education, 20 12( 1)

For customized original articles, click >>& gt For those who need to publish articles quickly, click >>& gt.

The home for civil servants is very successful and has a good reputation. Here, you can find the latest articles and the most representative articles. Of course, because it is free and open source, everyone can learn, learn and use it together. If you need an original article of your own, please click the above link to get professional secretarial writing service, and click the following icon to share it in your own space.