Paper Keywords: professional development of preschool teachers
Abstract: The professional development process of preschool teachers in China is still quite slow and arduous, and there are many problems in professional quality, research ability and professional quality. Teachers' professional development can be promoted through their own efforts and the improvement of kindergarten management system.
With the rapid development of information technology and the acceleration of economic globalization, the society has unprecedented requirements for the quality and efficiency of teachers' work. In this context, teacher professionalization is an important guarantee to improve the quality of education. In order to ensure the quality and level of preschool education, we must attach importance to the professional development of preschool teachers. At present, the professional development process of preschool teachers in China is still quite slow and arduous, and there are many problems in professional literacy, research ability and professional literacy.
1 Outstanding problems faced by preschool teachers' professionalization
(1) The professional quality is low, and the comprehensive quality is not high. The new syllabus fully affirms the role and position of preschool teachers in children's development, and at the same time puts forward unprecedented requirements and challenges for teachers' quality. ? Professional preschool teachers need not only various professional knowledge such as pedagogy, psychology and infant development, but also basic knowledge and accomplishment of natural science and tools, especially rich educational art, educational wisdom and skillful interactive strategies and skills. ? The role of teachers has also undergone fundamental changes, and teachers are no longer limited to? Preach, teach, and dispel doubts? Instead, they should assume multiple social roles, such as caring for children's health, promoting cognitive development, giving advice and companionship in games, guiding social interaction, and educating children. Due to the lack of proper and effective pre-school vocational training and practice improvement mechanism, many preschool teachers not only lack solid professional knowledge and profound professional skills, but also have serious deficiencies in educational theoretical literacy and professional ethics.
(2) Scientific research consciousness needs to be strengthened and scientific research ability needs to be improved.
The professional development of preschool teachers can not be separated from active educational research, which makes preschool teachers lose their due academic reputation and professional status, and it is urgent to make them gain their due dignity through active educational research. Some kindergarten teachers? Dare not? Research, thinking that you are just an ordinary front-line teacher, without formal research training and lack of resources, can not guarantee the scientific and normative research, how can you be qualified to engage in research? Some preschool teachers lack research consciousness in essence. Their educational theory literacy is not high, and at the same time they lack profound reflection and active exploration in practice. Their educational research ability has not been actively cultivated and effectively improved for a long time, so it is difficult to use educational theory to rationally think and deeply analyze the problems and puzzles existing in preschool education, and it is difficult to explore the causes, conditions and solutions of their problems.
(3) Job burnout is prominent, and professional quality needs to be strengthened.
The professional development of preschool teachers can not be separated from good professional ethics and professionalism, but in reality, preschool teachers' job burnout is more prominent and their professionalism needs to be strengthened. Many preschool teachers lose interest in their work, are tired of coping, and have job burnout, which seriously affects their work, life and physical and mental health and hinders their professional growth. There are both professional and social reasons for preschool teachers' job burnout, such as small establishment, low salary and low social status. The subjective reason for preschool teachers' job burnout lies in their lack of professional quality. In the face of endless problems in children's world, instead of studying hard and reflecting on themselves, they are exhausted by limited experience, so that they are exhausted physically and mentally, lacking a sense of accomplishment and happiness, resulting in job burnout, which in turn affects their professional development.
2 ways of professional development of preschool teachers
2. 1 Preschool teachers should improve their personality.
(1) Love education and be dedicated to their posts. Teachers are a noble profession, and every preschool teacher should take education as his own career. A country, a nation, has its own development history, its own characteristic culture, its own traditional virtues, and its own moral laws and regulations. These are the souls of the nation that need to be handed down from generation to generation. It is a spiritual inheritance, an unshirkable historical mission of every educator, and a huge and long-term meticulous education project, and kindergarten teachers are the founders of this project.
(2) pour love. The power of love is an important power of education. The greatest and most selfless love in the world is maternal love. Only teachers who love their children as much as their mothers can be willing to devote themselves to preschool education.
2.2 Preschool teachers should study professionally for life.
The concept of lifelong education rose in the second half of the 20th century, and developed rapidly around the world through the implementation of UNESCO, forming a trend of educational development and reform. Its main idea is that education should run through everyone's life. No one can expect to form a treasure house of original knowledge enough for his own life in his youth. . Preschool teachers are also facing the infiltration and challenges of lifelong education and lifelong learning concepts. Kindergarten teachers, like all other members of society, have become a thing of the past. Does the existence of preschool teachers also exist in a learning society? Is it an endless process of improvement and learning? The concept of time and space in teacher education will be broken and re-established, and pre-service education and post-service education, on-campus education and off-campus education will be incorporated into the whole system of lifelong education.
2.3 Preschool teachers should learn to reflect positively.
The new syllabus requires preschool teachers to become reflective teachers. Reflection is a process in which teachers take themselves as the object of consciousness and teaching activities as the object of consciousness in the teaching process, constantly actively plan, check, evaluate, feedback, control and adjust themselves to solve problems in educational practice, strive to improve the scientificity and rationality of educational practice, and gradually grow into expert teachers. In reflection, we can really understand ourselves, our children, our teaching behavior and our children's development, so as to put forward the goals suitable for our professional development according to our actual professional level.
2.4 Preschool teachers should firmly establish a sense of cooperation.
A teacher's professional development depends on his teaching environment and is influenced by his colleagues. Through cooperation, teachers with different educational abilities and different knowledge structures can complement each other, effectively improve individual learning ability and learning methods, and thus improve teaching efficiency. Teachers can learn and communicate with each other, enjoy resources and achievements, and solve difficult problems, which can bring about significant improvement in teachers' behavior or performance. In the process of professional growth, every teacher's professional development and improvement is not only a teacher's personal reflection on teaching, but also requires mutual reference and cooperation, mutual reflection and promotion. Teachers must strengthen cooperation and realize professional development.
2.5 Kindergarten should improve the kindergarten management system.
Kindergarten leaders should strive to improve the management system of early childhood education. On the one hand, many kindergartens often only pay attention to teachers' salaries and benefits, but lack policies to encourage teachers to pursue further studies, which leads to teachers' lack of motivation to make progress. On the other hand, kindergartens lack scientific research atmosphere, and kindergarten leaders themselves have no scientific research consciousness and ability, so they have to perfunctory this work. In addition, kindergarten leaders should create a democratic and open learning and working atmosphere, be willing to delegate power, give teachers full autonomy, and let teachers boldly carry out research and reform.
refer to
Li Huanwen. Practical Exploration on Promoting the Specialization of Preschool Teachers, Preschool Education Research, 2003( 10).