Study Of The Kindergarten-based Preschool Teacher Training In Shanghai

National development mainly depends on the development of education, thus accelerating the pace of reformation and innovation and increasing the intellectual level and quality of national people have been an important "counter" during competition between nations. Since teacher is a critical factor for personnel training, improving professional skills of teachers shall promote the development of education in China. In recent years, there are more and more concerns on early-childhood education. A high-level early-childhood education mainly relies on the quality improvement of early-childhood teacher, since the development of early-childhood teacher shall promote the overall development of kindergarten teaching level, thus it will finally boost the development of national early-childhood education. Kindergarten-based training is an effective method to improve the quality of our kindergarten teachers as well as an effective means to promote the early-childhood student learning and professional development of kindergarten teacher. Through kindergarten-based training, new teacher could learn more teaching experience and skills, and upgrade their competence on scientific research and curriculum development. High-level teachers will have further improvement on teaching ability; old teacher could learn new teaching concept and update teaching philosophy and enrich their knowledge so as to promote their teaching competence; Make full use of benefits of kindergarten-based training and apply the guidance theory to final teaching practice as to reach a teaching and training integration. In this way, early-childhood education can be promoted further. Therefore, the study and survey of kindergarten-based training for kindergarten teachers has both theoretical and practical significance on quality education and lifelong education for teachers.In this paper, a bilingual kindergarten in Shanghai is taken as a study case, and a half-year comprehensive survey is conducted via careful investigation and on-site interview. Based on the collected information and data, careful classification, categorization, sorting, and analysis have been carried out in order to find the main problems in the planning and implementation of kindergarten-based training in a Shanghai bilingual kindergarten, and finally explore reasons and propose some countermeasures. This paper consists of five parts: the first part discusses the background information of kindergarten-based training and the necessity and feasibility of implementing kindergarten training. The second part presents two fundamental theories to support this paper study, namely action-research theory and lifelong education theory. The third part discusses the aim and method of study. The fourth part describes the investigation and the analysis of kindergarten-based training in a Shanghai bilingual kindergarten and to further explore the main problems of kindergarten-based training. The fifth part proposes counter-measures to solve problems and to improve kindergarten-based training.