A Study Of Kindergarten Teachers' Teaching Monitor Ability

Kindergarten Teachers'Teaching Monitor Ability refers to the kindergarten teachers' ability to plan, inspect, evaluate, feedback, control and regulate teaching activities proactively in kindergarten's collective teaching activities, taking teaching activities as the object of consciousness itself , in order to ensure the success of teaching, to achieve the desired targets of teaching. Teaching Monitor Ability is the core of teaching ability, and an important component of the teachers' quality . This study was designed to study the Status Quo of kindergarten Teachers'Teaching Monitor Ability ,and to explore methods of cultivating new kindergarten Teachers'Teaching Monitor Ability .It can provide a theoretical basis to improve the quality of kindergarten teachers and promote the kindergarten teachers' professional development.Using the self-made "Kindergarten Teachers'Teaching Monitor Ability questionnaire" as research tools, and taking the whole cluster sampling method and the stratified sampling method combinatively ,this study conducted a questionnaire survey of 250 kindergarten teachers in some cities, to inspect the present status of kindergarten Teachers'Teaching Monitor Ability. The Main conclusions are as follows:1. The scores of the Majority of kindergarten Teachers'Teaching Monitor Ability are on the middle-level, but there are still a small number of kindergarten teachers whose overall level of Teaching Monitor Ability is lower. Among the four factors of Teaching Monitor Ability , the factor of evaluation and the factor of feedback get highest scores, and the factor of control and regulation get lowest scores.2. There are no significant differences of the factors and overall level of Teaching Monitor Ability among the kindergarten teachers who are in different marital status3. There are significant differences in the factors of planning and preparation, feedback and evaluation, control and regulation and the overall scores among kindergarten teachers at different teaching ages . with the changing of teaching ages, kindergarten teachers' Teaching Monitor Ability shows a developmental trend of 'rapid increase - slow decline - slowly rising', kindergarten teachers' Teaching Monitor Ability is at the lowest level at the teaching age of 5, and the ability improve the fastest at the teaching age of 6-10. This shows that kindergarten teachers' Teaching Monitor Ability can not only be developed, but also be necessary . we should attach particular importance to promoting the growth of new teachers, and to shortening their development cycle.4. There are significant differences in the factor of control and regulation among different educated kindergarten teachers . among them , the secondary group is significantly higher than the college group. And there are no significant differences in other factors and the monitoring overall scores.5. There are significant differences in the factors of planning and preparation, feedback and evaluation, control and regulation and monitoring overall scores among kindergarten teachers with different titles. the higher the title level is, the higher the teaching monitoring factors and the monitoring overall scores are (except the after-school introspection).This study also used action research, to explore the methods of cultivating new kindergarten Teachers' Teaching Monitor Ability in the action research. From 11th September, 2007 to 21th December,2007, the author cooperated with a new kindergarten teacher L in a Chongqing kindergarten . In the period of more than three months of action research, the method of changing role and the method of feedback were used to cultivate teacher L's Teaching Monitor Ability .and certain effect had been achieved . we have found that it needs certain conditions to cultivate new kindergarten Teachers'Teaching Monitor Ability through action research. These conditions can be divided into internal and external aspects. The internal conditions include the motivation of professional growth, the research attitude, mastery of certain amount of research methods , some certain characteristics and so on . the external conditions include providing adequate time for new teachers to do research, creating a liberal democratic atmosphere , and providing the new teachers with different kinds of resources.