Effectiveness Of National Training Preschool Teachers Study

Known as "the cornerstone of education", pre-school education is very important as the fundamental stage of school education throughout the education system. On November21,2010, the State Council issued "several opinions concerning the current development of pre-school education" in order to develop pre-school education positively. However, the most focus and difficult point to spread the pre-school education occurs in rural areas, and the teachers are the bottleneck of the development of rural pre-school education. Therefore, in order to implement the spirit of the "several opinions of the State Council concerning the current development of pre-school education", and to strengthen the capability and quality of pre-school teachers in rural areas, the Ministry of Education and the Ministry of Finance decided to launch a national training program for pre-school teachers from2011onwards.Currently, the national training for pre-school teachers is being carried out vigorously throughout. It is a great significance to study the effectiveness of this program. On the macroscopic point of view, the study of the effectiveness of national training for pre-school teachers is conducive for the government to control the overall situation of the national training program macroscopically. In addition, it can provide basic protection for the quality of rural pre-school teachers and early childhood development. On the middle perspectives, this study can provide references for education authorities to help them make management strategies of the national training for pre-school teachers and provide useful experiences for national training departments. On the microscopic aspect, the effectiveness research of the program can facilitate training unit to provide comprehensive services and establish more suitable training courses for the training teachers, which will promote the professional development of the rural pre-school teachers.Based on the particularity of national training for pre-school teachers, literature analysis, observational, questionnaire survey and interviewing methods were conducted in the present study. Two main training programs, the national training program undertaken by Shaanxi Normal University (2012) for pre-school teachers’replacement of full-time training program in Xinjiang Autonomous Region, and the national training program (2012) for the pre-school teachers’replacement of full-time training in Shaanxi Province are regarded as examples to make a case study. The present study was designed to investigate the actual situation of the current national training of pre-school teachers from the administrative staff responsible for the training project, the training teachers and trainees. Through the questionnaire survey of trainees and the sample interviews of the three levels of personnel, after considerate collection and analysis, we found in the national training replacement of full-time training program, two project classes of trainees improve their professional philosophy and ethics, professional knowledge and professional skills after nearly three months of training. This has reached the "national training program curriculum standards (for trial implementation)" which qualified a goal for the curriculum project and achieved favorable training effects. The author analyzed the experiences in the training programs based on all aspects of the specific circumstances of the training. Based on questionnaires and observation, interviews aspects, we found there are still many problems in the training program, there is a lack of training programs which can’t meet the trainees’learning needs, a slightly less of expert teachers and "shadow teachers" in the training, the training courses and events are not well satisfactory, training resources need to be improved, the level of service need to be further enhanced, effective management and evaluation systems should be strengthened and improved, enthusiasm of some trainees is not high. All of these indicate that the national training of pre-school teachers have just started as a novelty, there are still many aspects to be improved.Therefore, this paper studied the influencing factors of effectiveness for the national training of pre-school teachers in four aspects, the training implementation and its overall effect are affected by the understanding of the purpose of the national training projects, the operational efficiency of training is affected by the management mechanism of the management team and the service level, the training integrity function is influenced by the real implementation action during the training, the subjectivity and creativity of the trainees are affected by their subjective attitude, and so on. By studying the effectiveness of national training of pre-school teachers and its influencing factors, combined with relevant literatures to have theoretical research, we try to explore the methods and strategies to improve the effectiveness of national training of pre-school teachers in several ways:a better understanding of the national training projects as to implement their respective responsibilities; to clarify the importance of the selection of trainees as to improve the selection mechanism; to survey the training object needs as to set up suitable plans for them; to optimize the curriculum as to improve the relevance of rural pre-school education; to emphasis the communication and feedback during the training and make work evaluation; to make sure a well-organized service protection as to provide a favorable learning and living conditions.