Research On Approaches To Professional Development Of Rural Preschool Teachers In The Central Region

Teacher is the key to develop education and is also an important factor in educational reform. Since the 21st century, the teachers'professional development, which is characterized by improving teachers'inner professional quality and professional practice, has become the focus people attach importance to and one of central issues among contemporary educational reform and also become the orientation of our country's teacher education reform. The implementation of "Kindergarten Education Guiding Outline (Trial)" and "a number of opinions on current kindergarten education reform and development" set an even higher demand on preschool teachers' professional quality. Preschool teachers'professional development has become a hot issue of the field of preschool education research. Preschool education in rural areas is the weak link in the development of the pre-school education. There is no doubt that improving the rural preschool teachers' professional quality is a prerequisite of developing rural education. Thus, It is essential that we should explore how to improve rural preschool teachers'professional quality and look for the appropriate approaches to improve rural preschool teachers'professional development.This study using the literature method, questionnaire, interview and other methods, combined with the reality of rural preschool education in Changyuan County of Henan Province, investigates the approaches to improve rural preschool teachers'professional development by choosing the two aspects such as the outside training for rural preschool teachers and improvement rural preschool teachers' professional quality in kindergarten and thus to explore rural preschool teachers'professional development approaches in the central region. My exposition is divided into three parts:The first part is "Introduction". Through the analysis of the information, I found that there are more theory research than empirical research on the rural preschool teachers' professional development approaches. So there are some difficulties in the study, but there is vast space.The second part is the analysis of the survey result of approaches to professional development of rural preschool teachers in Changyuan County. Through collecting rich information from questionnaire survey, interviewing and analysizing them, I know what approaches to imrove rural preschool teachers'professional development exist in Changyuan County of Henan province, as well as how these approaches are carried out.The third part is the countermeasures and proposals on the promotion of rural preschool teachers' professional development in Changyuan County. Such suggestions have been put forward from different aspects:government and educational administration should set out the concerned policies about the rural preschool teachers'professional development; construction of a training mechanism; kindergarten should create good teachers'professional development environment such as creating culture of teachers'co-operation, support system of school-based teaching research, valuing the mentoring; The teacher itself should enhance self-awareness of professional development and school-based teaching research, active teaching reflect and strengthen self-study ability for promoting teachers'professional quality.