The Study Of Kindergarten Impact On Development Of Preschool Teachers’ Professional Ability

Teacher’s quality is the key to improving the quality of education. Preschooleducation as the foundation stage of school education and lifelong education in ourcountry, the specialization degree whole line teachers play a decisive role in thequality of early childhood education and individual lifelong development."Standardsfor teachers of kindergarten（trial）” is of great significance for specialization processof early childhood teachers, which contains scientific and specific division anddefinition of kindergarten teachers’ professional development, and it can provides thereference for the access, evaluation and training of kindergarten teachers. Teachers’professional ability as the core of teachers’ quality, it is an important composition inteachers’ professional development. At the same time, kindergarten is the mostimportant field of preschool teachers’ professional development.So clarifying thekindergarten impact on development of preschool teachers’ professional ability andtargeted to take countermeasures to promote teachers’ professional ability has the vitalsignificance for teachers’ professional development.The study is to use the division of “standards for teachers of kindergarten（trial）”for kindergarten teacher’s professional ability, which includes "the creation and theuse of environment ","the organization and conservation of daily life ","gameactivities ‘support and guide","education activities planning and implementation ","incentive and evaluation","communication and cooperation","reflection anddeveloping" seven dimensions, through interview and questionnaire survey, draw"leader"," organization culture","incentive and appraisal system","continuingeducation" and "kindergarten support system" as five dimension factors of preschoolteacher’s professional ability that affect the development of the kindergarten, andanalyze the specific ways of influence to the development of preschool teacher’sprofessional ability and the difference of factors.Through the analysis and discussion of the questions above, found the problemsexisting in the development of preschool teachers’ professional ability includes: Lackof the recognition and popularity of related content of standards; Lack of a soundmechanism to promote teachers’ professional development; Lack of effective multiplereflection mode and method, and lack of usage of effective strategy to promoteteachers’ professional development. At the same time, putting forward thecountermeasures to promote the development of preschool teachers’ professionalability from the kindergarten level includes: Deepen teachers’ understanding of theprofessional ability and design targeted activities to promote professional development; Improve science and rationality of task arrangement and workarrangements, and ensure the implementation of tasks; Ensure the overall effectiveconservation of a nurse, set aside time for teachers’ study and research; Use ShenJinsubsidies rationally to help improve the mechanism to promote teachers’ professionaldevelopment; Strengthen forecast and the process evaluation in the reflectionactivities; Enhance the study and application of effective strategy to promote teachers’professional development.