Research On The Current Reflective Teaching Of Kindergarten

Great attention has been attached to the growth of teachers. And promoting the professional development of teacher and cultivating a group of teachers of high quality has been common pursuit of every country over the world. With the founding of national teaching training system, the proposals like "Action Plan of Invigorating education"and "Project Gardeners"have been put forward. China also respectively carried out Teaching Guideline for Preschool Education in2001and Tentative Professional Standard of Kindergarten Teacher in2011. All the facts has manifested that the reform of pre-school education has entering a new stage, which has attached great importance to the inner competence of pre-school teachers and has brought new challenge for development of pre-school education as well. Reflective teaching serves as an important access in developing professional teacher and necessary procedure of professional study and comprehensive development of teachers. Due to its unique function in improving one’s own work, reflective teaching is under the spotlight drawing increasing attention in current infant education field.To some extent, the promotion of reflective teaching in kindergarten is at the same time a course of teacher’s professional development. What’s more, it is of great importance in improving the teaching quality of preschool education, solving the existing problem of pre-school education and nourishing the development of students. Accordingly, my research takes a kindergarten in Fuzhou as an example and adopts the methodology of documents and materials, interviewing, textual analysis and so on. After grasping the basic situation of the reflective teaching of the kindergarten and analyzing the content, method,level of its reflective teaching, the article probes into the successful experience and existing problems of this A kindergarten and subsequently make analysis on its cause. In the end of this article, strategy of improving kindergarten is put forward with the expectation of giving constructive advice in implement of reflective teaching.