| The national long-term education reform and development plan for(2010-2020) new era to promote pre-school scientific development ofthe strategic plan, particular focus on the development of ruralpre-school education, which fully reflects the state of rural pre-schoolattention. The development of education, the teacher simply to thedevelopment of rural pre-school education, it is necessary toestablish a high-quality rural child care teachers, to improve the levelof professional development for rural preschool teachers.Rural child care teachers’ professional development will be morethan one level, a variety of factors, government, social recognitionand support for rural preschool teachers, kindergarten guidance forrural preschool teachers and help their professional development isan integral part of the external factors . In this study, G City, ShanxiProvince, for example, to describe G Rural child care teachers’professional development status as the starting point, the mainproblems facing the teacher development research object, the theoryof professional development of teachers and teachers ofmanagement theory as a guide, explore the government and kindergarten, respectively, in rural early childhood teachers’professional development, and its common mechanism of action,attempt to establish a rural early childhood teachers’ professionaldevelopment support system in order to effectively promote theirprofessional development.Research mainly adopts questionnaire, interview method, theselection of shanxi G city three towns and rural kindergarten teacherin as the research object, 280 questionnaires were issued, receivedresponses from 271, the recovery is 96.78%, and eliminate invalidquestionnaire 24 , effective questionnaire for 247 copies, effectiverate was 91.14%. By use of EXCEL and SPSS19.0 this two statisticalsoftware, to survey the data analysis, the percentage of single factoranalysis of variance and correlation analysis.Through to the G city rural teacher’s basic situation, professionaldevelopment present situation and support for the investigation andanalysis of the age structure of the early childhood teachers foundrural ageing, prepare little, title assess rate is low, low wages, largeprofessional pressure, low social status, professional developmentconsciousness, organizations need to further improve the ability ofteaching activity, get support obviously deficiencies.According to the survey, this research suggests that developingthe teacher’s professional development support system, this systemcontains: a center, three levels, two main body, the five kinds ofsafeguard, eight measures, namely to rural teacher’s professionaldevelopment as the center, the government and kindergarten insupport of the main body, from the material aspect, a system level andmental level, based on the government as a whole, to perfect the system, the innovation practice, quality supervision, public opinionwith under the protection of, the implementation of the 8 measures, itis respectively:1. The review, into public service system;2. To accelerate the legislation and to guarantee the teacher rights;3. Increasing investment, set up a special fund for teachers;4. Classification management, set up the network management ;5. Innovation management mode, pay attention to the developmentof human resources;6. Enhance development consciousness, promote the independentlearning ability;7. The implementation of this training, and promote effectively theteacher development;8. Paying attention to management ethics, increase teachers’development space.The teacher’s professional development support systemconstruction to continue to meet the needs of rural teachers andadapt to the requirements of the teacher education reform, and thus,the support system construction is a gradual development, isincreasingly perfect process, a theoretical guidance in the process ofcontinuous exploration and practice, is a teacher education reformand teachers’ professional development, the process of continuousintrospection. |
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