Thesis, which means talking and exchanging ideas in classical literature, now refers to articles that conduct research in various academic fields and describe academic research results. The following is my collection of basic strategy papers on promoting the stability of kindergarten teachers. I hope you like them.

A Brief Analysis of the Basic Strategies for Promoting the Stability of Kindergarten Teachers 1 Kindergarten teachers are an industry with high turnover rate, which directly causes the instability of kindergarten teachers and adversely affects the improvement of kindergarten education quality and the healthy development of children's body and mind. There are many reasons for this situation, but the fundamental reason is that the professional status of kindergarten teachers is not high and their basic rights and interests are not guaranteed. Therefore, kindergartens should strive to stabilize teachers at the micro level, protect teachers' basic rights and interests, promote teachers' professional development and strengthen teachers' professional beliefs.

First, safeguard basic rights and interests and promote self-realization

Although material conditions and environment are not the only needs of human beings, they are the basic needs of survival. As a manager, to build an excellent team of teachers, we must first protect the basic rights and interests of teachers, and guarantee them in terms of income, welfare, professional titles and training. Specifically, in terms of treatment, managers should strive for the maximization of benefits for employees within the scope of policies; In terms of welfare, kindergartens should do their best to create the best conditions for teachers, including improving living and working conditions, providing relevant training, caring for their physical and mental health, caring for employees' families and so on. It is necessary to understand the needs of teachers who want to be recognized, insist on seeking truth from facts, reward the excellent and punish the poor, and meet the needs of everyone who expects fairness and gains something from their work.

In addition, kindergartens should strive to promote teachers' self-realization at a higher level, build a platform for them, provide challenges, assign tasks, or train on the job, or watch games, or radiate to the outside world, or share with peers, so as to help teachers of different levels and types grasp different growth opportunities, stimulate their inner vitality, and let them experience the value of their professional life and enjoy the happiness of self-growth in self-challenge, children's development and harvest. Specifically, managers should do the following two things: first, they should carefully guide and promote success. Everyone wants to succeed, but if they don't get help and support from others when they encounter difficulties, they may miss out on success. This kind of frustration usually brings lifelong fear and avoidance to individuals. On the other hand, if you can get timely help and support, you will be more likely to succeed, and the resulting sense of accomplishment will radiate to all aspects of your life and work, making you feel confident, have a good sense of self-identity, and even turn Excellence into a habit and actively pursue better development. Therefore, managers should be good at identifying and discovering teachers' strengths and strengths, providing them with different opportunities and challenges, and giving them timely help through the strength of the team on the basis of analyzing their needs, so that every teacher can be precise, accurate and accurate, and ensure that every teacher can meet the challenges in the best state; The second is to tap the achievements and motivate teachers. Many kindergarten teachers feel very busy, but lack a sense of accomplishment. Managers need to work hard to organize what teachers do, think and realize into visible results, so that they can get a real sense of gain from their own efforts. For example, they can collect all kinds of carefully planned and organized activities into a book, which not only allows everyone to learn to reflect and organize, but also provides reference for the latecomers, at the same time realizes resource sharing and mutual dedication, and enhances teachers' sense of accomplishment through collective discussion. Kindergartens can also use tables to gather and present everyone's work performance, share each other's honor and happiness at the end of the semester, so that all teachers can constantly experience the achievements and happiness of their careers.

Second, promote professional development and win respect and dignity.

For a long time, it is not uncommon that kindergarten teachers are regarded as "senior nannies" or "professional aunts". To change this situation, promoting the professional development of kindergarten teachers is the fundamental policy.

Let kindergarten-based teaching and research promote teachers' professional development

Kindergarten-based teaching and research is a booster to promote the professional growth of kindergarten teachers and a form of business activities and guarantee to effectively improve teaching quality. Generally speaking, it is to combine the current situation of the garden, in line with the principle of everyone's participation and proceeding from reality, and gather everyone's wisdom to solve specific problems in education and teaching. In terms of content, kindergarten-based teaching and research is not limited to the discussion and solution of collective teaching problems, but also includes all aspects that teachers are confused and difficult, such as the management of kindergartens, all aspects of daily life, family education, environmental construction, large-scale activities and so on. Formally speaking, in addition to meeting, observing and discussing, it also includes collective lesson preparation, heterogeneous classroom, more research in one class, participatory research training, rambling, debate and expert guidance. As far as the main body of the activity is concerned, it can be experts, leaders, teachers, parents, backbones, teams and so on.

Promoting teachers' professional development through hierarchical training

Just as the opening time of each flower is different, the pace of teachers' professional growth is also different, and managers should have different requirements for teachers. In terms of training methods, the previous strategy of "ants catching trees" should be adjusted to "let some people get better first", that is, first train group leaders, squad leaders and backbones, teach them by hand, face-to-face guidance, help them improve constantly, strive to grow into talents with both ability and political integrity, and then gradually trust, let go, burden, pave the way, guide them to radiate and drive more teachers, and lead backbone teachers to help others. We actively set up a team of "come at once, come at once", which enables teachers to manage, restrain, learn, plan, challenge and grow themselves under the leadership of the team leader and backbone, and at the same time leads teachers to get used to feedback step by step, which not only reduces unnecessary repetition, but also simplifies procedures and cultivates talents.

Promoting teachers' professional development through supervision and inspection

"Self-discipline is the driving force, heteronomy is the spur". As internal factors, teaching and health care personnel play a key role in their own professional growth, but external factors can not be ignored, which means that kindergartens still need strict and reasonable routine management system and supervision and assessment system, such as pushing the door to attend classes, checking teachers' lesson preparation books, business study books, lecture books, educational notebooks and workbooks from time to time, writing papers once a year, opening an open class once a period, theoretical assessment, on-site lesson preparation, and various observation and observation. The solidity of daily work helps teachers to constantly turn pressure into motivation and realize, alert and grow by looking in the mirror.

Three, people-oriented, firm career ideals and beliefs

Kindergarten teachers are a relatively hard and poor profession, which not only undertakes the care of children's "eating and drinking Lazar", but also carries the educational work to let children develop physically and mentally. As families pay more and more attention to children's growth, the pressure of this profession is increasing. Without love and firm belief in this job, it is difficult to do this job well. To mold teachers' firm professional ideals and beliefs, kindergarten managers should first establish a people-oriented management concept and take people-oriented management measures. The so-called people-oriented, is based on the situation of teachers. Most of the female employees in kindergartens are good wives and mothers, and they need to worry about everything at home and abroad. In addition, the work of kindergarten is meticulous and complicated, with great responsibilities and teachers are not easy, so interpersonal support and psychological environment are particularly important. Managers should pay attention to and meet the spiritual needs of teachers and strive to advocate a warm and harmonious interpersonal atmosphere.

(1) Diversified groups and activities make people feel at home. According to the needs of teachers, kindergartens can set up criss-crossing and point-to-face teaching and research networks, including horizontal grade groups, vertical 68-way subject groups, point-to-face project groups, workshops and so on. Teachers can belong to different organizations according to their own expertise and interests, and at the same time support teachers to seek warmth, support and strength in the team through mentoring, mutual support, joint fighting and hand in hand, so as to keep growing and improving.

In order to further strengthen communication, enhance understanding and deepen friendship, kindergartens can also carry out a series of activities to bring people closer to each other's hearts and constantly gather wisdom and emotions. For example, activities such as "mentoring" and "gratitude to peers" are carried out to enable teachers at senior and above levels to establish the awareness of mentors and communicators while growing up, and devote themselves to guiding teachers at the entry level, basic level and consolidation level to jointly promote their * * * growth. While paying attention to the growth of teachers, kindergartens should also support the improvement of the team of nurses, and even break the boundaries between classes and grade groups as needed to allow them to support each other.

(2) diversified guidance makes people have a sense of direction. Managers' management ideas and values directly affect teachers' positioning of the profession. Therefore, managers themselves must first try to discover and understand the beauty of this profession, and then give teachers positive energy guidance from the spirit to help them explore the value of this profession. Specifically, leaders should help teachers make long-term career plans, provide teachers with learning examples, and accelerate the transformation of teachers' sense of love and dedication from knowledge to action; We should always recommend good books and cases in early childhood education to teachers, and strive to guide them to treat life with optimism, treat children with tolerance, treat needs with contentment, treat learning with enterprising attitude and treat setbacks with an open-minded attitude; Teachers should be allowed to go out and get in touch with elites from all walks of life, so that the growth and harvest of role models can subtly influence and inspire teachers all the time.

(3) People-oriented atmosphere makes people feel confident. Good and comfortable working environment and atmosphere are important factors to stimulate teachers' enthusiasm for work. On the one hand, managers should create such a good working atmosphere for in-service teachers, so that they can get good emotional experience in their work, and then generate work enthusiasm; On the other hand, it is necessary to provide teachers with a broad working space, create more job opportunities and room for growth, and guide teachers to find their own areas of interest, see hope and gain happiness in ordinary work. To this end, managers should carefully analyze the characteristics of each teacher and build a platform for them. For example, teachers with organizational management ability should undertake the tasks of group leader and monitor, teachers with strong teaching ability should undertake the tasks of activity display, creative teachers should plan large-scale activities, and careful teachers should organize files. Give full play to their abilities and talents, so that every teacher can feel the happiness of success in his favorite and good field, and let himself have lofty professional ideals and firm professional beliefs.

Analysis of Basic Strategies for Promoting the Stability of Kindergarten Teachers 2 Abstract: The construction of teachers is an important part of the overall construction of the school. At present, the brain drain problem of rural kindergarten teachers in China is increasingly prominent, which not only affects the steady development of rural preschool education, but also hinders the progress and development of China's overall education. "Psychological contract" refers to an invisible psychological contract between employees and enterprises when they have an employment relationship. When the content or standard of psychological contract changes in the specific work process of rural preschool teachers, the phenomenon of teacher loss will be more serious. In order to further solve the problem of teachers' brain drain in rural kindergartens in China, this paper focuses on the construction and stabilization measures of rural kindergarten teachers from the perspective of psychological contract, hoping to effectively stabilize the rural kindergarten teachers and effectively improve the overall efficiency of early childhood education in China.

Keywords: psychological contract; Rural kindergarten teachers; Brain drain; Team building; Stabilization measures

In recent years, our government has attached great importance to the development of preschool education and teaching in rural areas. However, due to the special living and working environment in rural areas, the problem of teacher turnover in rural kindergartens has always been prominent. Especially for the younger generation of rural kindergarten teachers, there is a certain psychological gap in the working environment, work intensity and work treatment of rural kindergarten teachers after they formally step into their jobs. This psychological gap will not only affect the psychological quality construction of rural preschool teachers, but also be manifested in their work, resulting in "not paying attention to preschool education", "lacking patience with preschool education" and "not improving the innovative consciousness of preschool education".

First, an overview of the connotation of psychological contract

"Psychological contract" is a concept put forward by American psychologist Professor argyris, which refers to an invisible contract in the employment relationship between enterprises and employees. Although this invisible contract is not bound by any paper documents, it has an important impact on the future work attitude and quality of employees. Specifically, the psychological contract includes two aspects: one is the expectation of the enterprise to the employees, and the enterprise hopes that the employees can not only complete the basic job responsibilities, but also have some outstanding performances of innovation; The other is employees' expectations of the enterprise. Employees hope that enterprises can not only meet the basic welfare benefits, but also recognize and reward employees' personal abilities and give outstanding employees relatively more learning opportunities and promotion space. It can be seen that the psychological contract does not exist unilaterally, and there will be psychological contracts between enterprises and employees. In many cases, this contractual relationship is interactive and dynamic. For example, after employees finish their work, they also put forward better innovative ideas and brought better economic benefits to enterprises. At this time, if the enterprise leaders give corresponding praise or rewards, the relationship of this psychological contract will be more harmonious. On the other hand, although employees are bold and innovative and undertake more tasks than others, they have not received due recognition. At this time, the relationship of psychological contract will be unbalanced, and employees will feel wronged and unfair, which will bring jobs. From the perspective of psychological contract, harmonious psychological contract relationship will make teachers work hard and make continuous progress, and promote the steady improvement of school teaching quality, while disharmonious psychological contract relationship will make teachers lose their enterprising spirit and be in an unstable and anxious psychological state, which is not conducive to the orderly development of school teaching. For example, some rural kindergarten teachers, with limited teaching resources, contribute their own computers and other information equipment to create colorful teaching situations for kindergarten children, but the relevant leaders of kindergartens have not given them recognition or attached importance to the introduction of information teaching equipment. Then, the enthusiasm of kindergarten teachers will be suppressed, and in the long run, kindergarten teachers will not take the time to find ways to innovate teaching models.

Second, the psychological contract perspective of rural kindergarten teachers loss factors

(A) psychological contract imbalance. The welfare treatment of rural teachers is poor. Although the psychological contract between teachers and schools is voluntary, many teachers will feel "psychological contract imbalance" due to objective conditions, self-adaptability, management system and other factors. This "imbalance" is particularly obvious in the work of rural teachers. For example, before entering the countryside to work, many teachers knew that the salary of rural kindergarten teachers was not high, but they did not have a clear concept. Once it's time to get paid, they will inevitably be psychologically unbalanced and feel that their work is worthless. In addition, the number of kindergartens in rural areas is small and the number of teachers is insufficient. Facing the learning needs of many children, the workload of kindergarten teachers is usually very heavy, and it is very hard at the end of the day. Under such work intensity, teachers' salaries are not high, and teachers will naturally feel "unworthy". Generally speaking, the poor welfare treatment of rural preschool teachers is one of the important factors for the loss of rural preschool teachers.

(2) The psychological contract cannot be fulfilled. The development mechanism of rural teachers is not perfect. Generally speaking, the psychological contract can not be fulfilled, both for objective reasons and the subjective will of business leaders. For example, when building teachers in rural kindergartens, kindergarten leaders may introduce the future development plan of kindergartens and promise to give kindergarten teachers good learning opportunities and promotion opportunities. However, after teachers really work, influenced by rural policies and reality, the development of rural kindergartens may not follow the original planning direction of the school. In this way, the learning opportunities and promotion opportunities promised to kindergarten teachers may not be fulfilled. And from the perspective of the head of a rural kindergarten, he may have done his best to give you a "good" opportunity, but you may not think it is really good, because the definition of "good" is not necessarily the same.

(3) There is a gap in psychological contract. The working conditions of rural teachers are relatively backward. Many teachers are willing to devote themselves to rural education because they feel honored and challenging. However, they have not personally understood the specific working environment and working conditions of rural kindergarten education, and have not been fully psychologically prepared to take root in rural education. Especially those young kindergarten teachers, who have never lived in the countryside, lack certain adaptability to how to live and work in the countryside. In this case, rural kindergarten teachers may be full of pride at first, and there will be a huge psychological gap after work. For example, some young rural kindergarten teachers feel very fresh when they first join the job, and they can only tolerate turning around their children every day. But after a long time, they will feel that the working conditions in rural kindergartens are simple, there is no way to work through computers, and there is no way to conduct multimedia teaching. They can only copy by hand and do everything by themselves. Moreover, kindergarten teachers have no entertainment content in rural life except work every day. Over time, it is easy to educate the countryside.

Thirdly, from the perspective of psychological contract, this paper puts forward some countermeasures to effectively solve the brain drain of rural kindergarten teachers.

(A) a balanced psychological contract. Improving the welfare of rural kindergarten teachers Although our government has attached great importance to the development of rural education in recent years, it should also increase the investment in special education funds for kindergarten education and effectively improve the welfare of rural kindergarten teachers. Specifically, the first point is to balance the salary system of rural kindergarten teachers and urban kindergarten teachers, so as not to make rural kindergarten teachers feel "unworthy"; Second, the school should establish a certain promotion and selection mechanism, so that excellent teachers can get better treatment and improve their enthusiasm; Third, in addition to salary increase, other benefits of rural teachers should also be improved. For particularly remote villages and villages with particularly difficult conditions, the relevant institutions should give teachers extra subsidies in terms of life, transportation and children's education.

(2) Fulfill the psychological contract to the greatest extent. Perfecting the promotion mechanism of rural kindergarten teachers is also an important force in China's education system. The study and promotion of kindergarten teachers must be highly valued by China's education department. Rural kindergarten teachers, in particular, have devoted their best youth in the most difficult places, so they should be given opportunities for further study and have a perfect promotion mechanism. To improve the promotion mechanism of rural kindergarten teachers, we can improve it from these aspects: first, according to the working years, give rural kindergarten teachers the opportunity to return to the city for further study, or give preferential treatment in the evaluation of professional titles, such as 2-year system, 4-year system, 8-year system, 10-year system and so on. Teachers can enter another learning stage and development stage as long as they meet the working years; Second, rural kindergarten teachers are mostly young people, so we should give them opportunities to fully display their talents. For example, kindergartens can actively listen to the opinions of young teachers in their usual recreational activities or development and construction, so that they can undertake a specific task and feel needed and valued, which will also strengthen the adhesion between young teachers and rural education.

(3) Narrowing the psychological contract gap. Optimizing the office environment of rural kindergarten teachers In the process of construction planning, rural kindergartens should not only pay attention to introducing excellent human resources, but also try their best to create a better teaching environment so that rural kindergarten teachers can carry out their teaching work more conveniently and efficiently. Optimizing the office environment of rural kindergarten teachers mainly includes these aspects: first, actively listen to the needs of front-line faculty and solve the problem of insufficient teaching equipment for front-line faculty and staff in time; Second, increase the investment in purchasing teaching equipment and purchase teaching equipment related to information teaching; Third, set up a kindergarten logistics department, which is mainly responsible for the hardware maintenance of kindergartens and the equipment maintenance of teachers' offices, so as to ensure that every kindergarten teacher can have independent office equipment and workstations; Fourth, increase public service facilities such as drinking fountains, televisions and lockers. It not only facilitates teaching, but also enriches the life and entertainment content of kindergarten teachers.

Four. conclusion

It is a very glorious and meaningful move to join the rural preschool education, and it is a precious opportunity for young teachers to exercise themselves and realize their great ambitions. From the perspective of psychological contract, most rural young teachers choose to leave the rural education environment or choose to change careers because of the lack of correct psychological guidance. Although teachers are responsible for teaching and educating people, their own psychological construction is also very important. If teachers can't get a reasonable solution in the long-term work pressure, they will easily have the idea of giving up. From this perspective, the leaders of kindergarten-related institutions should attach great importance to the psychological construction of rural teachers, and it is best to set up a professional "psychological consultation department". On the one hand, we should pay attention to listening to the work needs and opinions of rural preschool teachers and solve their problems at the first time; On the other hand, organize rural kindergarten teachers to carry out healthy recreational activities on a regular basis, relieve the work pressure of rural teachers, and let them devote themselves to rural preschool education with peace of mind and comfort.

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