Research On The Situation, Problems And Countermeasures Of Rural Preschool Teachers’ Post-service Training In Linxia City, Gansu Province

The quality of preschool teachers in rural areas obviously affects children’seducation and advancement of the whole development of preschool education fair.The promulgation of the "Preschool Education Guidelines (for trial implementation)"in2001required every preschool teacher should have a good basic knowledge ofbackground disciplines, a better grasp of understanding on the physical and mentaldevelopment of children and learning characteristics of children’s development, andcarry out educational activities with inherent logical link. Preschool teachers in ruralareas was still widespread have many problems such as old education concept,education method is onefold, education skill shortage, the whole professional qualityis low. Such situation is far away from the demand of the "Preschool EducationGuidelines (for trial implementation)".But it is because of natural environmentalconditions, economic development, and many other factors. Post-service training is anecessary means to improve the quality of teachers, and it plays a vital role inpromoting teachers’ professional development process. Therefore, the strengthening ofrural childhood education teachers, actively carry out long-term norms, effectiveteachers in post-service training is a pressing and arduous task.In this study, using questionnaire and interview to survey the situation, problemsand countermeasures of rural preschool teachers’ post-service training in LinXia City,Gansu Province.The main conclusions are as follows:First, there isn’t a training plan and training found in preschool teachers’post-service training, and the chance of training is less. Second, the preschool teachersis the mainly trainer, and the training less of university teachers and preschooleducation managers participation. Third, the training content gives priority toeducation activities in the design and implement, the specialized elementary theoryknowledge training lack. Fourth, the training form is onefold with view and emulate.Fifth, the ways of training assessment is used to organize the open class, feedbackimprovement action not into full play.The problem exists because the above analysis:First, education department is not fulfillment of legal responsibilities. Second,government training funding is shortage. Third, training mechanism is not sound, lack of standardization management. Fourth, training is away from the actual needs ofteachers.Aimed at the problems and reasons in preschool teachers’ post-service training inrural areas, some suggestions were put forward as following:First, implement the government’s responsibility, so as to strengthen themanagement of rural private kindergartens. Second, set up special training funds, andto strengthen rural private kindergarten teacher’s training. Third, training must behierarchical, classification to meet the diverse training needs of teachers. Fourth,active in urban and rural counterparts in support of counterpart exchanges and urbanand rural teachers shift system to drive the professional development of preschoolteachers in rural areas. Fifth, set up information exchange platform to facilitate thesharing of educational resources. Sixth, lead teachers pay attention to theirprofessional development, strengthening "self training"...