The Research Of "National Kindergarten Teacher Training Project" Model Based On Problem Learning

Preschool education is the foundation stage of life-long education and the beginning of foundation education stage. Preschool education plays a vital role in the development of whole life. Rural preschool education in our country is an important part of preschool education, also is the weak link of preschool education development. The rural preschool teachers’ professional quality is not high, that is an important factor in the development of rural preschool education in China. Therefore, strengthening the rural kindergarten teachers’training is the effective way of changing the backward in the rural preschool education situation, and improving the quality of the rural preschool education. But, what is the status of current rural kindergarten backbone teachers training? With the national teacher training project implemented on a large scale, which kind of training model can promote the development of rural kindergarten teachers? So far, Research on these questions are not sufficient, this thesis will comprehensively discussed about these questions.This thesis focuses on a large study in kindergarten teachers training model based on the related literature. Using the methods of questionnaire, interview and action research to acquire and grasp the status quo of kindergarten backbone teachers training and theirs’demand in rural heilongjiang province. The author tries to make exploratory about the construction of teacher training model, as well as studies the practice effect.This thesis mainly consists of five parts:The first part is introduction. The part is mainly expounded the problem, purpose and significance of research.The second part, the theoretical foundation of Problem-Based Learning(PBL). This part consists of definition of the concepts, literature review and theoretical foundation. The literature review section generalizes the related research from the kindergarten teachers’ training, teachers’ training model and kindergarten teachers’ training model. This thesis is based on the adult learning pedagogy, constructivism psychology, learning community sociology theories.The third part, the construction of PBL kindergarten teacher training model. Combining "national teacher training project" specific requirements and the participation teachers’demands, we formulate problem (participation teachers’ demands) as the center,"activity"(expert guidance, participatory discussion,etc.),"situation"(experiential view, practice research,etc.) and "results"(results show, tracking service,etc.) organic combination. All this will enhance the participation teachers’ education level as well as professional development.The fourth part, the implementation of the PBL training model. This part is included model implementation of the general process, the strategy and case analysis. By adopting the qualitative research methods, combined with the quantitative research methods, questionnaire and interview results show that the PBL training model welcomed by the rural kindergarten teachers and is more effectiveness.The fifth part, evaluation the PBL training model. The fifth part is research innovations, defects,conclusion and prospect.