The Research On Self-regulated Learning Problem And Countermeasures Of Kindergarten Teachers In Information Technology Environment

Education informatization is important challenges and requirements facing the world today,showing the level of informatization about one country, and becoming an important indicator for assessinga country’s comprehensive national strength. In order to successfully address the challenges of informationtechnology in education, personnel and information technology, particularly teacher education ofinformation technology has become a priority. Kindergarten teachers as one of the important influence ofthe elementary education of our children，have a great relationship to the future pillars of a healthy thrivinggrowth, and indirectly influencing the development of our society in the future, therefore, in order to allowChina to invincible position in the forest of the world, we must improve the informatization level ofkindergarten teachers and establish the concept of "teacher as researcher" to promote kindergarten teachersto achieve sustainable development through lifelong learning.However, to fundamentally solve thisproblem and make the teacher’s information learning having lasting power, it is necessary to stimulate theinternal driving force of the kindergarten teachers to learn from passive recipients into active constructors,with "want to learn”,” to learn," yearned for and put into action. So, teacher’s study is active, positive, thelearning effect will be improved obviously, to promote the development of early childhood education causei on the basis of promoting personal development n China.At present, China’s education informatization has achieved some success, teachers’ overall levelalso have been improved greatly, and, of course, the inevitable also can appear some problems. In theprocess of education information, these problems must generate negative, negative effect, and its researchand improvement of itself becomes a new problem.This study is to explore problems and countermeasures of self-regulated learning autonomouskindergarten teachers under the information technology environment as the main content,to exploreproblems of self-regulated learning autonomous kindergarten teachers in our country and in the light ofthese content to the cultivation of the corresponding strategies to further improve teachers’ ability ofself-regulated learning, making our country children education career development, deepening ourunderstanding of the self-regulated learning and teachers’ professional development of theory, wealthing the connotation of teacher learning in modern information technology environment, promoting kindergartenteacher’s professional development and promoting the development of the research on self-regulatedlearning of kindergarten teachers Based on the research purpose, this research reviews on the basis of thisanalysis in the domestic and foreign relevant research from the perspective of teachers’ professionaldevelopment, combined with the understanding of concepts for information technology environment,kindergarten teachers self-regulated learning and so on about author himself, through the questionnaire andinterview method for the status of the investigation about self-regulated learning of kindergarten teachersunder information technology environment, making use of SPSS19.0Chinese version of the overall surveydata analysis and variance analysis after carding and analysis of the survey results, and the specificdimensions after analyzing Chinese preschool children explore into teachers are using informationtechnology for independent learning process inner spontaneous is not strong, the cognitive strategiesapplied not beautiful, yuan cognitive adjusting ability is poor and information technology is not guaranteedenvironment, so as to pointed schools and teachers from two aspects, puts forward to create an informationtechnology support environment, and strengthening self-efficacy, strengthen education technology trainingof kindergarten teachers to change their own learning ideas and improve self-monitoring ability andcountermeasures, so as to improve teacher’s use of information technology to the present situation ofself-regulated learning,, and promote the improvement of the learning effect, to promote teacher’sprofessional development.